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OEC9- 


TEACHING 
A    DISTRICT    SCHOOL 


A  BOOK  FOR  YOUNG  TEACHERS 


BY 
JOHN  WIRT  DINSMORE,  A.  M. 

PROFESSOR    OF   PEDAGOGY 

AND  DEAN   OF  THE   NORMAL    DEPARTMENT,    BEREA   COLLEGE, 
BEREA,   KENTUCKY 


NEW  YORK  •:•  CINCINNATI  •:•  CHICAGO 

AMERICAN    BOOK    COMPANY 


COPYRIGHT,  1908,  BY 
JOHN  WIRT  DINSMORE 


ENTERED  AT  STATIONERS'  HALL,  LONDON 
w.  P.    3 


Education 
Library 


AN  INTRODUCTORY  WORD  TO  YOUNG 

TEACHERS 

-    --      % 
.  .  —    r 

BY  WILLIAM  GOODELL  FROST,  PH.  D. 

President,  Berea  College 

To  many  who  study  American  history  it  appears  that  its 
most  heroic  figure  is  that  of  the  Country  School-Teacher. 
Certainly  he  stands  close  beside  the  pioneer  preacher. 
America  is  superior  to  other  lands  in  that  the  common 
people  here  have  more  virtue  and  intelligence.  And  this 
virtue  and  intelligence  is  spread  among  the  masses  by  the 
minister  of  the  gospel  and  by  the  teacher  of  the  public 
school. 

Ambition,  the  resolution  of  youth  to  be  worthy  and  use- 
ful, has  three  birthplaces  —  the  home,  the  church  and  the 
school.  Of  these  the  school  is  by  no  means  the  least  im- 
portant. It  comes  in  where  the  home  has  partly  failed  and 
where  the  church  has  hardly  reached. 

>T\    The  country  schoolmaster  is  heroic  because  of  the  diffi- 

f^\cult  tasks  which  he  undertakes.     Thousands  who  succeed 

•     fairly  well  in  city  schools,  with  ideal  conditions  of  building, 

furniture  and  books,  and  the  backing  of  superintendent, 

truant  officer  and  a  great  "  system,"  would  fail  completely 

in  a  board  schoolhouse  in  which  one  is  called  upon  to  teach 

every  grade  and  to  contend  single-handed  with  all  the  stu- 

pidity and  friskiness  of  a  country  district. 

It  cheers  my  heart  to  know  that  this  little  book  is  to  go 
forth  as  a  helper  to  the  country  school-teachers  of  our 

3 


4  AN  INTRODUCTORY  WORD  TO  TEACHERS 

land.  Each  one  will  feel  his  solitude  and  his  need  of  a 
friend.  In  this  book  Professor  Dinsmore  comes  to  your 
side  as  the  friend  you  need.  You  will  not  read  many  pages 
without  seeing  that  he  "  has  been  there  himself."  He  has 
been  in  a  thousand  schoolhouses  like  yours.  He  knows 
hundreds  of  trustees,  parents,  pupils  exactly  like  those  in 
your  district. 

Of  course  Professor  Dinsmore  has  been  to  other  places 
than  the  country  school.  He  has  been  to  the  great  uni- 
versities and  the  great  libraries,  and  is  expert  in  all  the  fine- 
spun theories  of  education.  But  I  have  particularly  urged 
him  in  this  book  to  keep  all  these  things  in  the  background, 
and  to  stick  to  plain  language  and  practical  topics.  He 
has  succeeded  in  a  remarkable  degree. 

You  will  not  be  troubled  by  big  words  and  abstract  ideas. 
He  does  not  insist  upon  giving  you  a  stagecoach  when  you 
need  a  baby-carriage  or  a  wheelbarrow  !  Yet  it  is  good  to 
have  a  friend  who  understands  the  stagecoaches  and  the 
palace  cars  of  education. 

This  book,  while  simple,  is  thoroughly  sound.  Many  a 
sentence  which  seems  so  self-evident  as  hardly  to  need  stat- 
ing at  all  represents  long  research  and  patient  investiga- 
tion. He  gives  you  the  results  both  of  his  studies  and  his 
experience,  without  dragging  you  through  too  long  a  process 
yourself.  He  gives  you  what  you  need  for  your  school  this 
term  and  starts  you  on  the  road  of  steady  progress. 

I  should  not  undertake  to  write  a  single  additional  chap- 
ter or  paragraph  for  the  book.  It  is  for  me  simply  to  in- 
troduce it  and  to  advise  you,  my  young  friends,  to  read  it 
and  to  re-read  it  many  times. 

Let  me  add  one  parting  word.  Many  of  you  do  not  ex- 
pect to  follow  teaching  all  your  lives  .(it  would  be  better 


AN   INTRODUCTORY   WORD  TO   TEACHERS  5 

if  more  of  our  schools  were  taught  by  those  who  expect 
to  make  teaching  their  life  work),  but  while  you  do  teach, 
try  to  act  and  feel  as  though  you  were  certain  to  be  a 
teacher  all  your  life.  Do  not  debase  yourself  by  doing  any 
half-hearted  work.  Have  the  courage  and  audacity  to  un- 
dertake to  improve  on  even  the  best  teachers  you  have 
known.  James  A.  Garfield  was  once  a  country  school- 
teacher. The  coming  president  gave  his  great  powers  to 
the  work  of  leading  the  children  toward  manhood  and 
womanhood.  God  and  your  country  call  upon  you  to  be 
as  good  a  teacher  as  Garfield. 


EXPLANATORY  NOTE 

In  respect  to  professional  information  and  guidance  there 
is  no  more  needy  person  than  the  country  school-teacher. 
He  is  usually  so  remote  from  the  greater  sources  of  infor- 
mation and  inspiration  that  it  is  not  to  be  wondered  at  if  he 
is  slow  in  acquiring  proficiency.  All  things  considered,  the 
wonder  is  that  he  has  attained  to  his  present  standard  of 
excellency. 

The  writer,  himself  one  of  the  class  in  the  beginning  of 
his  career,  has  visited  hundreds  of  country  schools  and  is 
well  aware  of  their  deficiencies.  Nevertheless,  he  is  glad  to 
testify  to  the  earnestness  of  country  teachers  as  a  whole, 
and  to  their  eagerness  to  serve  faithfully  their  patrons  in 
the  schoolroom  and  out  of  it.  They  have  been,  and  still 
are,  the  greatest  single  power  for  good  in  the  nation,  and 
the  country  owes  them  a  debt  of  gratitude  it  can  never 
repay. 

The  teacher  of  the  district  school  is  compelled  to  rely 
almost  entirely  upon  his  own  judgment.  Usually  there 
is  no  one  in  the  neighborhood  to  whom  he  can  turn  for  pro- 
fessional advice  or  counsel.  The  visits  of  the  County 
Superintendent  are  too  far  apart  and  too  brief  to  be  of  much 
help.  The  County  Institute  and  Teachers'  Association  are 
valuable,  but  fall  far  short  of  his  needs.  His  salary  will 
scarcely  permit  him  to  attend  the  State  or  National  Asso- 
ciations ;  he  may  possess  a  few  educational  books  and  jour- 
nals, but  they  do  not  seem  to  apply  to  his  work.  As  a 

7 


8  EXPLANATORY  NOTE 

rule  these  books  and  journals  are  prepared  by  city  super- 
intendents or  college  professors  and  apply,  or  appear  to 
apply,  to  city  schools. 

Moreover,  it  is  difficult  for  any  one  to  study  the  prob- 
lems of  teaching  by  himself.  Those  who  teach  in  the  city 
have  the  advantage  of  the  weekly  teachers'  meetings  and 
the  leadership  of  the  principal  or  superintendent.  The 
country  teacher  has  no  such  advantage.  Is  it  to  be  won- 
dered at,  then,  if  his  spirit  languish  ? 

This  little  book  is  designed  to  meet  the  many  and  pecul- 
iar needs  of  the  country  teacher.  The  author  expresses  the 
hope  that  it  will  be  valuable  to  all,  but  particularly  to  begin- 
ners. He  has  kept  in  mind  the  sore  straits  in  which  he 
was  often  placed  in  the  outset  of  his  own  career,  how  he 
groped  for  even  the  common  principles  of  instruction  and 
government,  and  how  slowly  those  principles  dawned  upon 
him.  His  early  experience  and  later  work  have  made  him 
familiar  with  every  phase  of  district  teaching. 

In  preparing  this  book  he  has  never  in  a  single  sentence 
lost  sight  of  the  one  great  object  he  had  in  mind,  namely, 
to  help  the  district  teacher  in  solving  his  problems  and  dis- 
charging his  duties.  It  seems  to  him  in  recalling  his  early 
career  that  such  a  work  as  this  would  have  been  of  inesti- 
mable value.  It  would  have  helped  him  to  avoid  many 
youthful  errors.  That  it  may  serve  such  a  purpose  to  all 
who  read  it  is  his  earnest  hope. 

J.  W.  DINSMORE. 

BEREA  COLLEGE, 
Berea,  Kentucky. 


CONTENTS 

HAPTER  PAGE 

I.  GETTING  READY  TO  TEACH 1 1 

i.  Self -Examination — 2.  Steps  in  Preparation — 3.  Se- 
curing a  School — 4.  Before  School  Opens — 5.  The 
First  Day  of  School. 

II.  THINGS  TO  BE  KEPT  IN  MIND 27 

i.  The  School  for  the  Children— 2.  The  Rights  and 
Duties  of  Parents— 3.  Recognition  of  Higher  Author- 
ity— 4.  The  Classification  of  the  School — 5.  Rules 
and  Regulations — 6.  Opening  Exercises — 7.  The 
Daily  Program. 

III.  PRACTICAL  TEACHING 46 

i.  Assigning  Lessons — 2.  Occupation  for  Youngest 
Pupils — 3.  Use  of  Lesson-Period — 4.  Explaining 
and  Impressing — 5.  Questioning — 6.  Reviewing — 
7.  Increasing  Attention  and  Interest — 8.  Good 
Manners  and  Good  Morals — 9.  Good  Order — 
10.  Recesses  and  Intermissions. 

IV.  THE  SCHOOL  IN  PROGRESS 77 

i.  Those  Who  Do  Not  Come — 2.  Tardiness — 3.  Irreg- 
ularity of  Attendance — 4.  The  Schoolhouse  and 
Its  Surroundings — 5.  Good-Will  Among  Pupils 
— 6.  The  Care  of  the  Children's  Health — Gymnastics 
— 7.  Rhetorical  Exercises. 

V.  KEEPING  UP  THE  INTEREST 108 

i.  Helpful  Props  and  Spurs — 2.  Keeping  a  Brave 
Front — 3.  Encouraging  Those  Who  Need  It — 
4.  Improving  Your  Teaching — 5.  Reserve  Forces — 
0.  School  Visitors. 

9 


10  CONTENTS 

VI.  LOVE  AS  A  FACTOR  IN  TEACHING 127 

i.  It  Must  Be  Without  Partiality— 2.  The  Relation  of 
Love  to  Punishment — 3.  Love's  Various  Manifesta- 
tions. x 

VII.  MAKING  THE  WORK  PRACTICAL 147 

i.  Reading — 2.  Grammar — 3.  Geography — 4.  History. 

VIII.  MAKING  THE  WORK  PRACTICAL — Continued    .   172 
5.  Arithmetic — 6.  Physiology — 7.  Spelling  and  Writing. 

IX.  TALKS  ON  THE  INDUSTRIES 190 

i.  Farming  —  2.  Trades  —  3.  The  Professions  —  4. 
Other  Employments — 5.  Occupations  for  Women. 

X.  THE  GOVERNMENT  OF  THE  SCHOOL     .     .     .     .210 
i.  The  Teacher  Himself — 2.  Order  in  School — 3.  Rules 
and  Regulations — 4.  Punishment — 5.  School  Man- 
agement— 6.  Training. 

XJ..   HARVESTING  THE  RESULTS 230 

i.  The  School  Exhibition — 2.  The  School  Exposition 
— 3.  Other  Tests  of  the  School's  Success — 4.  A  Final 
Word  to  the  Teacher. 


TEACHING  A  DISTRICT  SCHOOL 

CHAPTER  I 
GETTING  READY  TO  TEACH 

i.  SELF-EXAMINATION 

Questions  One  Should  Ask  Himself. — It  is  a  serious 
thing  to  choose  the  profession  of  teaching.  The  young 
man  or  woman  who  does  so  should  consider  very  care- 
fully his  or  her  fitness.  The  most  rigid  examination 
that  one  should  be  called  upon  to  pass  is  self-examination. 
The  questions  one  should  ask  himself  might  be  some- 
what like  the  following: 

(1)  Is  my  character  such  as  to  justify  me  in  choos- 
ing the  profession  of  teaching?    Are  my  habits  of  life 
fit  to  be  an  example  for  those  who  would  be  my  pupils  ? 
Do  I  intend  to  keep  myself  free  from  all  vices  that 
contaminate?    Do  I  love  righteousness  and  prefer  to 
associate  with  righteous  people  ? 

(2)  What  is  my  motive  in  desiring  to  teach?    Is  it 
money,  or  personal  preferment,  or  any  other  selfish 
end  ?    Have  I  a  strong  desire  to  do  good  and  a  reason- 
able belief  that  I  shall  be  able  to  excel  in  the  profession  ? 

ii 


12  TEACHING   A  DISTRICT  SCHOOL 

Am  I  willing  to  sacrifice  something  in  the  way  of  money 
for  a  work  which  is  infinitely  more  important  ? 

(3)  Am  I  apt  to  teach?    Have  I  the  qualities  of  an 
instructor  ?    Does  it  come  natural  to  me  to  demonstrate, 
to  explain  difficulties,  to  disseminate  knowledge?    Do 
I  delight  in  directing  the  minds  and  energies  of  chil- 
dren?   Am  I  a  born  teacher?    Shall  I  be  happier  in 
the  schoolroom  giving  instruction  than  in  any  other 
work  I  could  choose?    Remembering  the  saying  that 
every  one  should  be  able  to  find  his  happiness  in  his 
work,  shall  I  be  able  to  do  this  in  teaching  ? 

(4)  Do  I  love  children,  not  theoretically,  but  actually 
and  practically?    Not  nice  ones  only,  but  children  of 
all  sorts  ?    Do  I  love  them  with  a  desire  to  make  them 
better,  with  a  love  that  sees  something  interesting  in 
every  child,  good  even  in  the  worst  and  the  need  of 
culture  and  development  in  the  best?     Do  I  see  in 
the  child  the  materials  for  my  life  work?    Is  the  pres- 
ence of  children  distasteful  in  anyway?    Should  I  feel 
relieved  when  school  closes  and  dread  the  time  of  its 
re-opening  as  some  teachers  certainly  do? 

(5)  Do  I  understand  that  teaching  is  not  a  "soft 
snap,"  but  means  toil  and  self-sacrifice?    Am  I  willing 
to  devote  my  life  to  helping  my  pupils,  to  live  for  them  ? 
Am  I  willing  to  unite  with  other  teachers  in  doing 
everything  possible  to  raise  the  standards  of  the  pro- 
fession and  to  make  the  schools  better  ? 

If  any  young  aspirant  can  answer  to  his  own  satis- 
faction such  self-imposed  questions  as  the  above,  he 


GETTING  READY  TO  TEACH  13 

may  be  justified  in  choosing  the  profession  of  teaching: 
otherwise,  he  would  better  select  some  other  vocation. 


2.  STEPS  IN  PREPARATION 

Having  decided  to  teach,  the  next  step  is  the  all 
important  one  of  preparation.  The  fatal  mistake  made 
by  most  people  is  entering  the  profession  before  they 
have  sufficient  training.  If  one  is  to  be  a  lawyer  or 
physician,  he  must  have  a  fair  general  education  and 
then  several  years  of  special  preparation.  Yet  the 
training  of  young  minds  and  the  building  of  character 
is  much  more  difficult  and  of  far  greater  importance 
than  the  prescribing  for  our  physical  ailments,  or  the 
adjusting  of  our  business  matters;  and  besides,  it  is 
economy  on  the  teacher's  part  to  prepare  himself 
thoroughly  for  his  life  work.  The  steps  in  preparation 
may  be  as  follows : 

General  Education. — Any  one  who  is  to  teach  gram- 
mar grade  pupils  should  have  at  the  least  a  complete 
course  in  a  high  school  or  academy.  If  he  expects  to 
teach  in  a  high  school  or  academy,  he  should  have  a 
college  diploma;  if  in  a  college,  nothing  short  of  a 
post-graduate  degree  should  be  considered. 

Special  Training. — After  this  general  education,  there 
should  be  a  special  training  such  as  is  given  in  the  best 
normal  schools.  This  should  consist  of  professional 
studies,  such  as  School  Management,  Methods  of 
Teaching,  History  of  Education,, Practice  leaching. 


14  TEACHING  A  DISTRICT  SCHOOL 

The  Reading  Habit. — A  teacher  should  have  a  large 
fund  of  general  knowledge  apart  from  that  gained  from 
text-books.  This  is  acquired  by  reading,  travel  and  by 
keeping  one's  eyes  open  everywhere.  He  should  know 
something  of  the  best  literature,  books,  papers  and 
magazines;  the  great  movements  of  the  world  and  who 
are  leaders  in  them.  There  is  nothing  of  human  in- 
terest that  does  not  concern  the  teacher,  and  he  should 
be  ever  on  the  alert  to  gather  knowledge  of  men  and 
things.  As  a  rule,  teachers  are  woefully  lacking  in  this 
respect.  If  a  teacher  falls  into  conversation  with  a 
traveling  man,  he  is  put  to  shame  because  of  his  lack 
of  general  knowledge.  The  traveling  man,  perforce, 
reads  the  newspapers  and  magazines  and  is  continually 
discussing  current  events;  but  the  country  teacher  often 
has  not  been  out  of  his  own  county,  lives  far  from  rail- 
roads, seldom  sees  a  daily  paper  or  magazine  and 
frequently  has  no  reading  other  than  some  little  local 
paper.  //  the  reading  habit  has  not  been  formed,  it 
should  be  before  teaching  is  undertaken. 

Value  of  Observation. — In  addition  to  the  above, 
the  candidate  should  in  every  way  possible  acquaint 
himself  with  the  processes  of  teaching.  He  should 
observe  carefully  those  who  teach  him,  should  visit 
schools  when  possible,  should  attend  teachers'  conven- 
tions and  read  journals  of  education,  and  spend  time 
in  reflecting  on  these  things.  In  this  way  he  will  not 
only  be  competent,  but  be  full  of  enthusiasm  and  eager 
for  his  chosen  work.  Many  will  be  called  to  teach  be- 


GETTING  READY  TO  TEACH  1 5 

fore  they  have  all  this  preparation,  but  they  should 
never  be  satisfied  until  they  obtain  it. 

Legal  Requirements. — The  state  requires  every 
teacher  of  a  district  school  to  hold  either  a  county 
or  state  certificate.  That  these  may  be  secured,  pe- 
riodical examinations  are  held  by  county  superintend- 
ents. As  they  are  often  dreaded  by  the  inexperienced, 
a  few  suggestions  as  to  how  to  take  the  examination 
will  be  welcomed.  A  great  deal  is  said  against  exam- 
inations, that  they  are  an  unmitigated  evil,  do  not  fairly 
test  the  knowledge  of  the  applicant,  and  are  made  up 
of  catch  problems  and  puzzles;  but  after  all  we  could 
not  wisely  dispense  with  them. 

Examinations  are  the  main  bar  to  inefficiency.  They 
cause  aspirants  to  make  a  thorough  study  of  the 
branches  they  will  be  required  to  teach.  They  necessi- 
tate considerable  preparation,  so  that  no  incompetent 
person  can  suddenly  determine  to  teach  and  at  once 
set  about  it.  They  tend  to  keep  lazy  people  out  of  the 
profession,  and  have  still  other  uses.  It  is  not  wise  for 
teachers  to  disparage  examinations:  they  should  rather 
encourage  them. 

In  the  first  place,  teachers  who  are  preparing  students 
for  this  ordeal  should  give  plenty  of  test  examinations. 
Many  applicants  fail  at  the  first  public  effort  because 
it  is  their  first  experience.  Part  oj  the  preparation  should 
consist  in  taking  several  complete  test  examinations  with 
all  the  care  that  will  characterize  the  public  one  that 
is  approaching.  Let  the  teacher  grade  the  papers, 


l6  TEACHING  A  DISTRICT  SCHOOL 

pointing  out  mistakes  and  omissions.  This  will  give 
confidence  that  can  be  gained  in  no  other  way. 

Preparation  should  be  made  in  good  time.  One 
school  year  is  probably  not  too  much  if  it  be  wisely 
used.  An  examination  ahead  is  a  powerful  stimulus 
and  this  year  is  likely  to  be  as  valuable  in  self-disci- 
pline as  any  ever  experienced  by  the  student. 

Having  taken  plenty  of  time  for  preparation,  as  the 
ordeal  approaches,  rest.  Take  two  or  three  days  imme- 
diately preceding  the  examination  for  recuperation  and 
be  at  your  best. 

Do  not  worry.  You  are  now  as  well  prepared  as 
you  can  be  and  you  can  afford  to  look  the  situation 
squarely  in  the  face.  Be  hopeful;  the  probability  is 
that  the  questions  will  surprise  you  by  being  "easy." 
Await  them  calmly  and  confidently. 

When  the  examination  is  on,  make  an  honest  effort. 
Stand  or  fall  upon  your  own  merits.  Devote  yourself 
entirely  and  exclusively  to  the  business  in  hand.  Give 
the  best  answer  you  can  to  each  question.  That  your 
papers  should  be  neat  and  plainly  written  goes  with- 
out saying.  If  your  appearance  is  good  and  your  papers 
neat  and  orderly,  it  will  count  in  your  favor  in  case  of 
doubt. 

A  good  certificate  is  a  valuable  thing  to  have.  When 
you  have  secured  it  and  find  that  the  grades  are  good, 
the  average  high,  «and  you  have  the  satisfaction  of 
knowing  that  it  was  honestly  earned,  it  is  a  thing  to  be 
proud  of  and  you  will  not  regret  the  hard  work  it  cost. 


GETTING  READY  TO  TEACH  17 

3.  SECURING  A  SCHOOL 

You  may  now  with  confidence  apply  for  a  school. 
Do  not  ask  your  uncle  or  your  brother-in-law  or  any 
other  relative  to  secure  you  one.  Go  where  the  chances 
are  even.  As  a  rule,  it  is  better  not  to  begin  with  the 
home  school.  You  will  give  yourself  a  fairer  chance  in 
a  neighborhood  where  you  were  not  brought  up. 

Personal  Application. — Where  possible,  it  is  always 
best  to  apply  in  person.  Call  upon  each  member  of  the 
board,  state  your  qualifications  modestly  and  present 
your  testimonials.  Your  best  recommendation  should 
be  yourself.  Answer  questions  frankly  and  ask  such  as 
will  elicit  the  information  you  desire  and  will  also  leave 
a  good  impression.  It  will  tell  in  your  favor,  if  you  ap- 
pear to  "know  your  business."  Be  perfectly  natural  in 
speech  and  manner,  remembering  that  "all  affectation 
but  creates  disgust." 

It  may  be  remarked  that  every  one  has  the  right  to 
look  well.  One's  clothing  need  not  be  costly,  but  should 
be  neat,  clean  and  well-fitting.  There  are  people  who 
always  look  well-dressed,  no  matter  what  the  quality 
of  their  clothes;  it  is  in  the  grooming  rather  than  in 
the  quality  or  style.  Some  have  the  idea  that  the  ap- 
proval of  farmers  may  best  be  won  by  dressing  as 
they  do.  It  does  not  follow.  One's  clothes  should  be 
adapted  to  his  work.  Everybody  likes  to  see  a  teacher 
well-dressed,  that  is,  with  good,  plain,  well-kept  cloth- 
ing. Over-plainness  is  not  commendable  and  slovenli- 

Dist.  School— 2 


l8  TEACHING  A  DISTRICT  SCHOOL 

ness  is  inexcusable.  Good  manners  and  affability  are 
essential. 

Application  by  Letter. — If  you  cannot  apply  in  per- 
son, write  a  neat  business  letter  asking  for  the  position, 
stating  your  fitness,  inclosing  testimonials  and  giving 
references.  Do  not  fail  to  inclose  a  stamp  for  reply. 
Your  own  letter  will  probably  count  for  or  against  you 
more  than  the  testimonials  of  your  friends.  t  A  mis- 
spelled word  or  an  error  in  grammar  will  be  likely  to 
cost  you  the  position,  and  it  ought  to. 

Things  to  Avoid. — Never  overstep  the  bounds  of 
professional  courtesy  by  underbidding  or  disparaging 
other  applicants.  Even  if  you  know  anything  against 
a  competitor,  it  is  not  your  place  to  give  such  informa- 
tion. 

It  seems  too  bad  to  have  to  caution  teachers  against 
bribery,  but  according  to  reports  from  many  sources, 
it  is  not  uncommon.  It  appears  in  various  forms,  such 
as  agreeing  to  board  at  a  certain  place  at  a  certain 
price,  or  to  turn  over  a  portion  of  the  money  drawn,  or 
in  some  other  inducement.  One  teacher  told  the  writer 
that  he  had  secured  a  school  by  furnishing  a  quart  of 
whisky  to  the  "right"  man. 

Bribery  in  any  and  every  form  is  wholly  to  be  con- 
demned. No  school-director  who  is  worthy  of  his  place 
will  accept  a  bribe,  and  no  man  is  worttiy  of  the  high 
calling  of  teacher  who  will  offer  one  or  submit  to  any 
dishonest  proposal.  This  practice  of  bribery  is  a  blot 
upon  the  profession. 


GETTING  READY  TO  TEACH  19 

Contract  with  Trustees. — The  trustees  have  taken 
a  solemn  oath  to  the  proper  discharge  of  their  duties. 
They  are  usually  as  honest  and  conscientious  as  other 
men,  but  not  very  deeply  impressed  with  their  official 
responsibilities.  When  you  sign  the  contract  with  them, 
you  agree  to  discharge  your  duties  to  the  best  of  your 
own  knowledge  and  ability.  Your  responsibility  lies 
in  carrying  out  your  end  of  the  contract,  and  if  you  are 
wise  enough  and  brave  enough,  you  can  help  them  to 
carry  out  theirs. 

The  law  requires  the  trustees  to  provide  a  good, 
comfortable  schoolhouse  properly  equipped.  This  to 
them  means  frequently  that  things  may  go  along  about 
as  they  have  gone  in  the  past.  In  very  many  cases  the 
schoolhouse  is  neither  comfortable  nor  well-equipped. 
It  is  the  privilege  and  duty  of  the  teacher  to  point  out 
defects  and  suggest  repairs  and  furnishings.  Before 
you  contract,  read  the  law. 

4.  BEFORE  SCHOOL  OPENS 

As  soon  as  the  contract  is  signed,  your  work  should 
begin.  If  the  opening  of  school  is  a  month  or  two  off, 
so  much  the  better.  It  will  give  the  trustees  time  to 
carry  out  any  suggestions  you  may  make  in  regard  to 
repairs  and  furnishings. 

Inspecting  the  Schoolhouse. — Make  the  acquaintance 
of  the  people  in  the  district,  creating  as  favorable  an 
impression  as  possible.  Be  enthusiastic  about  the  ap- 


20  TEACHING  A  DISTRICT   SCHOOL 

preaching  term  and  hopeful  that  all  of  school  age  will 
attend.  Then  visit  the  schoolhouse  and  make  a  thor- 
ough inspection.  Make  two  lists — one  of  the  things 
that  the  trustees  should  do,  the  other  of  things  to  be 
done  by  yourself  and  pupils.  The  building  needs  a  new 
roof;  there  are  no  desks,  no  chairs,  no  blackboards,  no 
window  curtains ;  the  walls  need  painting.  These  things 
should  be  attended  to  by  the  district  and  you  should 
hand  the  list  neatly  written  to  the  trustee  in  charge. 
Perhaps  he  will  object  to  taxing  the  district,  but  if  you 
have  made  him  your  friend,  he  will  want  to  oblige  you. 
Point  out  to  him  the  necessity  of  a  comfortable  room. 
It  is  to  be  the  home  of  the  children  for  the  next  six 
months.  There  is  where  they  will  spend  most  of  their 
waking  hours  five  days  in  the  week.  It  is  his  sworn 
duty  to  see  that  a  comfortable  house  is  provided.  It  is 
necessary  not  only  for  comfort  but  for  health.  It  will 
not  do  to  have  the  children  exposed  to  a  leaky  roof,  to 
draughty  walls  and  broken  windows.  It  is  economy  to 
use  paint  on  outside  walls.  Desks  are  a  necessity  for 
study.  Window  curtains  save  the  eyes. 

Cooperation  of  the  People. — When  you  have  carried 
your  point  with  the  director,  help  him  to  make  it  plain 
to  others.  Win  the  people  by  your  earnestness  and 
they  will  be  ready  to  respond  to  your  appeal.  Do  not 
scold,  nor  ridicule  nor  threaten,  but  simply  say  that 
we  are  going  to  have  one  of  the  best  schools  in  the 
county  and  you  want  everything  as  nearly  right  as 
possible  to  begin  with. 


GETTING  READY  TO  TEACH  21 

Getting  the  Children  to  Help. — This  point  carried,  you 
next  consult  your  list  of  things  to  be  done  by  your- 
self and  pupils.  You  would  better  begin  with  the 
playground.  That  will  most  easily  enlist  their  atten- 
tion. Make  a  frolic  of  it  and  invite  all  the  children 
large  enough  to  assist.  Clear  off  all  the  rubbish,  re- 
move obstructions,  repair  the  fence  (if  there  is  one), 
clean  out  the  well  or  spring  and  make  everything 
shipshape.  When  lunch  time  comes,  provide  a  nice 
place  so  that  all  can  eat  in  a  group.  Direct  the  con- 
versation into  something  pleasant  and  profitable. 
After  all  have  eaten,  read  or  tell  a  story,  sing  a  song, 
play  some  pleasant  game  and  then  go  on  with  the 
work. 

This  should  be  done  only  a  few  days  before  school 
opens.  The  girls  can  do  their  part  by  washing  the 
windows,  cleaning  the  walls  and  scrubbing  the  floor. 
A  boy  should  black  the  stove. 

When  all  is  clean,  some  touch  of  adornment  may  be 
added.  Sprigs  of  spruce,  pine,  cedar,  holly,  hung  in 
festoons  over  the  blackboard  and  about  the  walls,  have 
a  pleasing  effect. 

The  advantages  of  some  such  plan  as  this  are  many. 
It  advertises  the  opening  of  school;  it  enlists  the  inter- 
est of  both  parents  and  pupils;  it  affords  an  opportu- 
nity of  acquaintance  between  teacher  and  people;  it 
gives  the  children  a  proprietary  interest  in  the  school- 
house  and  grounds ;  and  last,  but  by  no  means  least,  it 
furnishes  the  teacher  an  opportunity  to  study  his  pupils 


22  TEACHING  A  DISTRICT  SCHOOL 

and  arrange  a  program  for  the  first  day  of  school,  which 
should  be  a  red  letter  day. 

THE  FIRST  DAY  OF  SCHOOL 

The  Morning  Program. — Arrange  your  program  ten 
days  ahead  if  possible.  Find  out  who  the  speakers  of 
the  district  are  and  get  their  consent  to  take  the  sub- 
jects you  assign  them.  There  are  usually  a  few  people 
who  can  address  an  audience  creditably,  an  ex- 
teacher,  a  justice  of  the  peace,  a  physician,  and  per- 
haps a  minister.  Three  or  four  will  be  sufficient.  The 
children  should  have  the  first  place.  The  program 
may  run  something  like  this: 

FIRST  DAY  OF  SCHOOL 

9:00  o'clock — Ringing  of  the  bell. 

Song  by  the  school — America. 

Bible  reading  by  the  teacher. 

Prayer. 

Calling  the  roll. 

Remarks  by  teacher. 

Declamation  by  pupil. 

Essay,  "Geography,'* by  pupil. 

Declamation  by  pupil. 

Essay,  "  My  First  Day  at  School,"  by  pupil. 

Reciting  memory  gems,  Mother  Goose  rhymes,  etc.,  by  school 

Song  by  school. 

Address,  "The  District  School,"  by  justice  of  the  peace. 

Address,  "Value  of  Steady  Attendance,"  by  ex-teacher. 

Address,  "  Some  Rules  of  Health,"  by  physician. 

Closing  remarks  by  teacher. 

Song  by  school. 

Dismissal. 


GETTING  READY  TO  TEACH  23 

Do  not  fail  to  carry  out  some  such  program  as  this. 
If  it  is  carefully  arranged  beforehand,  it  is  sure  to  be 
a  success.  The  patrons  must  be  seen  in  good  time  and 
asked  to  make  a  ten-minute  speech  on  the  subject  you 
have  selected.  If  one  demurs,  give  a  little  tactful  en- 
couragement. If  he  asks,  "What  shall  I  say?"  you 
may  briefly  outline  his  address  for  him.  Be  sure  to 
call  on  every  one  who  is  to  take  part,  more  than  once 
if  possible,  and  see  that  each  one  'is  really  in  earnest. 

The  children  should  meet  two  or  three  times  for 
instruction  and  rehearsal,  so  that  no  failure  is  likely  to 
occur  on  their  part.  The  schoolroom  should  be  just  as 
neat  and  pretty  as  it  can  be  made.  The  visitors  should 
be  provided  with  seats,  and  they  should  be  cordially 
welcomed.  Every  parent  in  the  district  should  be 
invited  and  an  opportunity  given  for  voluntary  re- 
marks. 

The  most  important  part  of  the  whole  is  the  address 
by  the  teacher.  He  should  indorse  what  has  been  said 
about  regularity  of  attendance,  promptness  and  obedi- 
ence, and  speak  of  the  value  of  a  day  in  school,  the  dis- 
advantages of  a  day  lost,  and  the- difference  an  educa- 
tion makes  in  earning  power  in  after  years. 

Much  is  gained  by  such  a  plan  as  this.  A  good  im- 
pression is  made  upon  the  pupils,  and  the  parents  have 
committed  themselves  to  the  essential  things.  The  first 
half  day  has  been  well  spent. 

It  remains  to  be  said  that  in  calling  the  roll,  you 
should  have  the  name  of  every  pupil  in  the  district. 


24  TEACHING  A  DISTRICT  SCHOOL 

If  any  are  not  present,  inquire  about  them  and  express 
the  hope  that  they  may  enter  at  once. 

Other  First  Day  Duties. — If  it  is  your  first  term  in 
the  district,  you  will  have  many  things  to  learn.  The 
school  register  left  by  your  predecessor  is  one  of  your 
main  allies  and  should  be  consulted  several  days  be- 
fore school  opens.  From  it  you  get  the  names  of  the 
pupils  and  their  classification.  Make  a  list  of  the  classes 
and  names  in  each.  They  are  probably  classed  ac- 
cording to  the  school  readers. 

The  Afternoon  Program. — After  opening  exercises 
in  the  afternoon,  say  something  like  this:  "I  find  by 
last  term's  register  that  the  following  pupils  are  in  the 
second  reader."  Proceed  with  the  names  and  thus  on 
through  the  list.  All  new  pupils  who  have  never  been 
in  school  before  are  in  the  chart  class  until  further 
developments.  Any  that  are  more  advanced  may  be 
called  to  the  front,  asked  a  few  questions  and  placed 
where  they  seem  to  belong. 

Lessons  should  now  be  assigned.  The  first  reader 
class  will  begin  on  page  so  and  so  and  be  ready  to  recite 
in  ten  minutes;  the  second  reader  class,  on  such  a  page 
and  recite  immediately  after;  and  so  on  through  all  the 
readers.  This  puts  everybody  to  work. 

You  should  next  hear  the  chart  class.  Ask  them  if 
they  can  read,  if  they  have  any  books  at  home,  if  they 
would  like  to  be  able  to  read.  "Here  is  a  book.  I  will 
read  a  little  for  you.  Would  you  like  to  learn  to  read? 
I  will  teach  you."  Write  a  word  upon  the  board,  as 


GETTING   READY   TO   TEACH  25 

"hat"  or  "man,"  and  tell  them  what  it  is.  Have  a 
little  talk  about  it.  Let  them  repeat  it  several  times  as 
you  point  to  it,  and  tell  them  that  they  can  now  read 
one  word.  Give  them  some  little  slips  of  paper  and 
show  them  how  to  write  the  word  at  their  seats. 

//  is  now  time  for  the  first  reader  class.  Call  the  class 
in  whatever  way  you  have  decided  upon.  Have  each 
one  read.  Make  such  comments  as  you  think  best  and 
carefully  assign  the  next  lesson,  telling  them  when  it 
will  be  recited.  But  just  now  they  are  to  study  their 
number  lesson.  Put  on  the  board  such  combinations 
as  you  think  they  can  master,  and  show  them  how  to 
carry  on  the  work  at  their  seats. 

Proceed  with  other  classes  in  like  manner  until  all 
have  been  heard.  It  is  now  time  for  recess.  Make 
some  pleasant  remark  about  the  session  that  has  just 
passed,  tell  them  how  many  minutes  recess  they  may 
have  and  ask  them  to  come  in  promptly  at  the  ringing 
of  the  bell. 

After  recess,  hear  the  number  and  arithmetic  classes. 
This  closes  the  work  of  the  first  day.  Make  a  two  or 
three  minutes' talk  commending  the  school  for  its  good 
beginning  and  for  its  bright  outlook,  stating  what  the 
aims  of  the  school  are  and  what  each  one's  purpose 
should  be.  Sing  a  verse  or  two  of  some  familiar  hymn, 
asking  all  to  join,  bid  them  a  cordial  good  evening,  and 
the  first  day  is  over. 

A  Good  Beginning. — The  important  thing  in  the 
above  is  that  you  have  proved  yourself  master  of  the 


26  TEACHING  A   DISTRICT   SCHOOL 

situation.  All  pupils  were  quickly  classified  and  work 
was  begun  without  delay  or  confusion.  You  may  be 
sure  that  those  who  have  been  in  school  before,  will 
judge  of  your  efficiency,  consciously  or  unconsciously, 
from  the  first  moments  and  keep  on  judging  until  the 
last.  They  have  now  made  up  their  minds  as  to 
whether  or  not  you  understand  your  business  and  the 
kind  of  teacher  you  are  going  to  be.  " School"  will 
be  the  subject  of  conversation  on  the  playground  and 
in  every  home:  hence  the  importance  of  a  good  begin- 
ning. A  favorable  start  presages  well,  but  it  will  not 
do  to  rest  upon  it.  We  must  not  lay  down  our  arms  or 
relax  our  vigilance,  nor  make  a  single  boast  until  the 
battle  is  won:  then  our  work  will  speak  for  itself.  It 
becomes  a  general,  after  the  first  outwork  has  been  won, 
to  look  well  to  his  forces,  to  understand  conditions  and 
thus  be  prepared  for  the  main  conflict.  So  let  us  take 
a  view  of  the  situation. 


CHAPTER  II 
THINGS  TO  BE  KEPT  IN  MIND 

i.  THE  SCHOOL  FOR  THE  CHILDREN 

Its  Fundamental  Purpose. — It  must  be  understood  by 
all  concerned  that  the  school  is  not  created  for  the 
benefit  of  the  teacher,  to  insure  him  an  easy  position 
and  a  comfortable  salary;  nor  for  the  trustees,  to  afford 
them  an  opportunity  to  exercise  authority;  nor  for  the 
County  Superintendent,  valuable  though  his  advice  and 
visits  may  be.  The  school  is  primarily,  secondarily 
and  finally  for  the  children.  For  them  it  was  brought 
into  existence,  for  them  alone  has  been  provided  all 
the  paraphernalia  of  educational  government  from  the 
United  States,  represented  by  the  Department  of  Edu- 
cation, down  to  the  district  school,  represented  by  the 
Board  of  Trustees  and  the  teacher.  All  officials  from 
the  highest  to  the  lowest  are  the  servants  of  the 
school. 

Everything  belonging  or  pertaining  to  the  public 
schools  is  holy,  consecrated,  set  apart  for  the  most  di- 
vine purpose  in  the  world,  that  of  educating  and  train- 
ing the  children.  Their  minds  must  be  developed  and 
trained,  their  morals  cultivated,  their  health  cared  for, 

27 


28  TEACHING  A  DISTRICT  SCHOOL 

their  manners  improved.    The  test  of  every  educational 
device  should  be — is  it  for  the  good  of  the  pupils? 

The  Teacher's  Function. — This  principle  does  not 
neglect  the  teacher.  His  time,  thought  and  strength 
belong  to  the  pupils  and  for  their  sake  must  be  con- 
served. It  is  of  vital  importance  to  the  school  that 
the  teacher  be  strong,  cheerful  and  efficient.  If  he 
overtax  his  strength  or  neglect  to  prepare  his  work, 
the  school  will  suffer.  This  obligation  does  not  im- 
pose any  cruelty  upon  the  teacher;  neither  is  his  sacrifice 
in  vain.  The  principle  laid  down  by  the  Saviour,  "He 
that  loseth  his  life  for  my  sake  and  the  gospel's  shall 
find  it,"  is  eminently  true  of  teaching. 

2.  THE  RIGHTS  AND  DUTIES  OF  PARENTS 

The  rights  and  duties  of  parents  should  be  made  a 
subject  of  careful  study  by  the  teacher. 

Parental  Duties. — It  is  the  duty  of  parents  to  send  their 
children  to  school;  to  provide  them  with  food,  clothes 
and  books;  to  uphold  the  teacher  in  his  requirements; 
to  pay  all  necessary  taxes  levied  by  the  trustees.  It 
is  necessary  frequently  for  the  teacher  to  remind  the 
parents  of  these  duties.  This  should  always  be  done 
in  a  spirit  of  kindness  and  of  service.  Parents  are 
prone  to  keep  children  out  of  school  for  light  reasons, 
—to  run  errands,  or  to  take  the  place  of  hired  help. 
Explain  to  them  the  loss  that  a  day  means.  A  class  is 
like  a  line  of  march;  it  must  keep  step.  If  one  loses  a 


THINGS  TO  BE  KEPT  IN  MIND  29  . 

day,  he  is  out  of  step  and  out  of  line.  He  has  missed 
the  lessons  and  explanations  which  his  fellow  students 
received  and  which  are  necessary  to  further  progress. 
If  he  loses  several  days,  he  cannot  go  on  with  his  class 
and  is  discouraged.  If  he  perseveres,  it  is  with  the 
greatest  difficulty  and  with  extra  demands  upon  the 
teacher's  time  that  are  a  distinct  loss  to  the  school. 

In  respect  to  books,  also,  parents  must  be  reminded. 
They  have  so  many  apparently  larger  duties  that  they 
can  scarcely  be  bothered  to  provide  a  reader  or  tablet 
or  pencil.  But  these  things  are  just  as  important  to 
the  children  as  the  larger  matters  are  to  the  parents. 
Books  are  as  necessary  to  the  child  as  tools  to  the 
farmer.  In  other  words,  as  well  send  a  man  out  to 
cultivate  the  soil  without  tools,  as  to  send  a  child  to 
school  without  books.  Moreover,  the  child's  time  is 
as  valuable  as  it  will  ever  be.  He  is  laying  the  foun- 
dation of  future  usefulness  and  every  day  in  school 
adds  power  for  many  days  in  the  years  to  come.  It 
is,  therefore,  most  important  that  no  time  be  wasted 
for  lack  of  books. 

In  regard  to  upholding  the  teacher,  there  is  often 
misunderstanding.  It  is  plainly  the  duty  of  parents  to 
stand  by  the  teacher  in  everything  that  is  right.  If  in 
their  opinion  his  rules  are  wrong,  they  may  not  come 
to  the  school  and  upbraid  him  publicly,  but  may  speak 
to  him  privately,  giving  their  view  of  the  case  and  ask- 
ing for  consideration.  The  wise  teacher  will  be  grate- 
ful for  such  a  course  and  will  always  consider  a  matter 


30  TEACHING  A  DISTRICT   SCHOOL 

from  the  parents'  point  of  view  and  then  act  according 
to  his  own  best  judgment.  If  the  adjustment  is  still 
unsatisfactory,  the  matter  may  be  laid  before  the  trus- 
tees. The  teacher  is  responsible  to  the  trustees  and 
they  in  turn  are  responsible  to  the  people. 

Parental  Rights. — Having  considered  the  duties  of 
parents,  let  us  now  look  at  their  rights.  First,  they 
have  the  right  that  their  children  be  provided  with 
comfortable  quarters;  that  their  health  be  not  en- 
dangered by  sitting  in  the  cold,  or  in  a  draughty  room, 
or  in  an  un ventilated  atmosphere;  that  their  forms  be 
not  distorted  by  backless  benches,  or  by  desks  that  are 
too  high  for  the  arms  or  otherwise  unsuitable:  sec- 
ond, that  the  children  be  treated  with  consideration; 
that  more  shall  not  be  required  of  them  than  their 
years  and  experience  will  justify;  that  they  be  spoken 
to  with  kindness  and  gentleness,  such  as  a  dairyman 
would  require  for  his  cow;  that  they  shall  not  be  need- 
lessly exposed  to  contaminating  influences;  that  they 
shall  be  taught  to  treat  others  kindly  and  shall  receive 
right  treatment  in  return :  third,  that  they  shall  be  well 
taught  in  books,  in  morals,  and  in  behavior;  that  their 
instruction  shall  be  suited  to  their  understanding  and 
fitted  to  their  usefulness  in  life;  that  the  example  of 
the  teacher  shall  be  worthy  for  the  pupils  to  follow: 
fourth,  they  have  a  right  to  be  informed  of  the  needs 
of  the  children  in  whatsoever  pertains  to  their  effective 
school  work,  if  they  are  falling  behind  in  any  of  their 
classes,  are  negligent  of  their  duties,  or  if  they  are 


THINGS   TO   BE   KEPT  IN  MIND  31 

habitually  tardy  or  loitering  on  the  way  to  or  from 
school:  fifth,  they  have  a  right  to  cooperate  with  the 
teacher  in  every  way  possible  and  to  be  shown  how 
they  may  do  this  to  the  best  advantage. 

All  these  rights  are  inviolable  and  must  be  respected. 
Sometimes  parents  overstep  them,  but  it  is  usually 
from  lack  of  knowledge  and  because  of  their  solicitude 
for  the  children.  They  should  be  treated  considerately, 
though  the  teacher  must  maintain  his  own  rights  and 
not  yield  weakly  to  unreasonable  demands.  It  is  not 
wise  to  inform  parents,  no  matter  how  great  the  provo- 
cation, that  you  are  running  this  school  and  it  is  none 
of  their  business  how  you  do  it.  Have  your  own  rights 
and  duties  clearly  defined,  keep  well  within  their  limits, 
and  firmly,  but  with  courtesy  and  dignity,  stand  your 
ground. 

3.  RECOGNITION  OF  HIGHER  AUTHORITY 

Consultation  with  the  Trustees. — The  wisest  men 
need  counsel.  The  President  has  his  Cabinet,  the 
Governor  his  Staff,  and  the  teacher  is  fortunate  in 
having  his  Board  of  Trustees,  whose  duty  it  is  to  ren- 
der him  assistance  in  time  of  need.  He  will  often  have 
occasion  to  use  their  wisdom.  They  know  the  neigh- 
borhood better  than  he  does.  They  are  more  likely  to 
have  the  outside  view  point  than  he.  They  should  be 
consulted  in  respect  to  general  regulations  before  they 
are  put  into  operation.  If  they  can  neither  add  to 


32  TEACHING  A  DISTRICT  SCHOOL 

nor  subtract  from  them,  they  can  indorse  them  and 
once  having  indorsed  them,  they  are  bound  to  stand 
by  them.  They  should  be  consulted  about  individ- 
ual cases  that  are  difficult  of  adjustment.  Their 
practical  everyday  wisdom  will  be  very  helpful.  Their 
wide  experience  in  outside  matters  will  often  enable 
them  to  suggest  measures  and  expedients  that  would 
not  occur  to  the  teacher.  And  finally  they  should  be 
advised  of  many  things,  not  so  much  for  any  assistance 
they  can  render,  as  for  their  own  enlightenment.  The 
more  they  know  about  your  plans  and  about  the  school, 
the  more  will  they  be  interested.  By  revealing  to  them 
your  methods  and  the  reasons  for  them,  you  will  your- 
self see  more  clearly  the  strong  and  weak  points  of 
these  methods  and  reasons. 

Keeping  in  Touch  with  the  County  Superintendent. — 
There  is  no  one  individual  who  is  so  deeply  inter- 
ested in  all  the  schools  of  the  county  as  the  County 
Superintendent.  He  is  keenly  alert  to  the  welfare  of 
every  school  and  of  every  teacher.  You  may  be  sure 
he  is  ever  on  the  lookout  for  excellency  and  quick  to 
discover  its  signs.  He  has  three  ways  of  judging 
teachers.  First,  at  the  County  Institute:  There  he  has 
a  week  to  watch  the  interest  and  activity  of  each  one. 
If  a  teacher  is  always  present,  is  wide-awake,  takes 
part  intelligently  when  called  upon  and  never  flags  in 
attention,  he  makes  a  mental  note  of  it  and  determines 
to  keep  an  eye  on  him  as  his  school  progresses.  If,  on 
the  other  hand,  a  teacher  attends  unwillingly,  chooses 


THINGS  TO  BE  KEPT  IN  MIND  33 

a  back  seat,  offers  excuses  when  called  upon  and  is 
listless  in  attention,  he  notes  that  also  and  determines 
something  very  different. 

The  second  way  is  by  reports  sent  in.  If  the  monthly 
report  is  carefully  filled  out,  neatly  written  and  shows 
a  good  record  of  attendance  and  is  mailed  promptly, 
it  is  much  to  the  teacher's  credit.  Any  negligence  will 
be  counted  against  him. 

A  short  letter  with  each  monthly  report  telling  some- 
thing of  plans  and  the  progress  the  school  is  making, 
will  be  appreciated.  The  superintendent  will  be  glad 
also  to  advise  on  any  difficult  matter  in  connection 
with  the  work,  to  tell  what  books  to  read,  or  what 
educational  journals  will  be  most  helpful. 

The  third  is  by  his  annual  visit.  No  matter  whether 
the  time  of  this  visit  is  announced  or  not,  the  school 
should  be  prepared  for  it.  The  pupils  should  realize 
that  the  County  Superintendent  is  interested  in  them 
and  should  be  instructed  to  look  forward  to  his  coming 
with  pleasant  anticipations.  Pains  should  be  taken 
that  every  one  may  be  seen  at  his  best.  Specimens  of 
work  in  each  branch  should  be  laid  aside  for  the 
superintendent's  inspection.  Every  pupil  should  have 
some  part  in  welcoming  and  entertaining  him  and 
should  be  instructed  to  that  end. 

When  he  comes,  whether  by  appointment  or  by 
surprise,  he  should  be  introduced  to  the  school.  All 
should  rise  and  extend  a  pleasant  greeting  by  saying 
"Good  morning,"  or  "Good  evening,  Mr.  A."  Then 

Dist.  School — 3 


34  TEACHING  A  DISTRICT  SCHOOL 

the  work  should  go  on  for  a  time  just  as  usual,  until 
two  or  three  classes  have  been  heard.  After  that  an 
invitation  to  speak  to  the  school  may  be  extended. 
At  the  close,  the  teacher  should  make  an  appropriate 
remark  or  two  and  call  for  a  school  song. 

At  recess  the  superintendent  may  be  shown  the  work 
that  has  been  laid  aside  or  put  upon  the  walls,  and  be 
told  of  any  special  efforts  that  are  being  made  toward 
the  improvement  of  the  school. 

If  he  •  can  stay  overnight  and  give  an  educational 
address  to  the  people  of  the  district  in  the  evening,  it 
will  be  an  excellent  thing.  He  should  be  urged  to  do 
this,  and  if  he  consents,  word  should  be  sent  to  every 
family  in  the  district,  the  school  seeing  that  the  house 
is  comfortable  and  well-lighted.  Most  county  super- 
intendents know  what  matters  to  emphasize  in  such  a 
meeting  and  it  is  certain  to  result  in  much  good. 

4.  THE  CLASSIFICATION  OF  THE  SCHOOL 

Each  Pupil  in  the  Right  Place. — It  is  an  important 
condition  of  success  that  every  pupil  should  be  in  the 
place  best  suited  to  his  advancement.  Every  one  likes 
to  do  the  things  he  can  do  well,  while  but  few  enjoy 
tasks  that  are  beyond  them.  Let  a  pupil  remain  for  a 
time  in  an  arithmetic  class  that  is  too  difficult  for  him, 
and  the  chances  are  he  will  come  to  despise  the  study. 
It  is  humiliating  to  be  dull  and  plodding  and  lacking 
in  grasp,  while  others  are  making  headway  and  en- 


THINGS   TO   BE   KEPT  IN  MIND  35 

joying  it.  Time  and  tact  should  be  spent  in  convinc- 
ing such  a  student  that  he  is  outclassed,  and  that  it  is 
more  creditable  to  be  first  in  a  lower  class  than  last  in 
a  higher.  Constant  vigilance  on  the  teacher's  part  is 
necessary  to  clean-cut  work. 

The  Basis  for  Classification. — This  is  usually  the 
reading  classes.  It  is  a  convenient  basis,  as  the  num- 
ber of  readers  corresponds  to  the  number  of  grades 
in  the  district  schools.  The  first  care  should  be  to 
see  that  each  pupil  is  in  the  reading  class  where  he 
will  get  the  most  good.  Readiness  in  reading  is  not 
the  only  basis  on  which  to  classify.  If  a  student  has 
been  through  one  reader  two  or  three  times,  he  ought 
not  to  go  over  it  again.  If  he  cannot  read  well  enough 
for  the  one  next  above,  he  should  be  given  .supple- 
mentary reading  until  he  catches  up.  He  will  not 
learn  anything  worth  while  in  the'  old  reader;  he  prob- 
ably knows  it  by  heart ;  at  least  there  is  nothing  new  or 
fresh  in  it.  What  he  needs  is  practice  in  new  material. 
There  is  nothing  more  important  in  school  than  help- 
ing up  those  that  are  falling  behind. 

Grading  the  Arithmetic  Classes. — These  are  usually 
the  most  difficult  to  keep  graded.  Some  are  quick, 
others  slow;  some  delight  in  it,  others  dislike  it;  some 
make  rapid  strides,  others  drag  behind.  In  such  cases 
it  requires  the  utmost  tact  and  diligence  to  keep  the 
class  together.  Keep  the  ready  ones  busy  by  giving 
them  outside  problems;  give  most  of  the  class  time 
to  the  slow  ones.  Tax  yourself  to  make  it  interesting. 


36  TEACHING  A  DISTRICT  SCHOOL 

Think  up  everyday  problems  to  illustrate  principles; 
take  one  step  at  a  time,  explaining  each  until  it  is 
grasped.  Patience,  perseverence  and  kindness  will  win 
the  battle.  By  and  by  the  light  will  dawn,  the  frowns 
disappear  and  the  student  go  on  his  way  rejoicing. 
This  is  far  better  than  telling  the  student  that  the  work 
is  too  hard  for  him  and  that  he  must  go  back  into  a 
lower  grade.  The  process  oj  "going  back"  is  most  dis- 
heartening and  seldom  results  in  good.  It  often  causes 
pupils  to  leave  school  and  give  up  their  education,  when 
a  supreme  effort  on  the  part  of  the  teacher  would  save 
them.  It  may  be  necessary  occasionally  to  put  a  student 
back,  the  occasion  being  that  he  missed  important  parts 
that  cannot  be  acquired  in  any  other  way.  Wherever  it 
is  possible  to  help  the  pupil  forward,  it  is  better  than 
going  over  old  ground  a  second  or  third  time.  If  any 
one  criticises  you  for  giving  too  much  attention  to  such 
cases,  you  may  answer  that  the  good  shepherd  is  chiefly 
concerned  for  the  weak  ones,  to  keep  them  from  falling 
by  the  wayside  and  from  being  devoured  by  the  wolves. 
But  this  special  help  must  be  only  temporary. 

5.  RULES  AND  REGULATIONS 

No  institution  can  be  run  without  rules.  They 
mean  regularity  and  system.  Every  family  has  its 
rules  and  regulations.  They  may  not  be  announced, 
but  they  are  lived.  Getting  up  in  the  morning,  dress- 
ing, cooking,  eating,  sleeping  are  all  done  with  the 


THINGS   TO   BE   KEPT  IN  MIND  37 

regularity  that  makes  the  rule.  The  less  left  to  chance 
and  haphazard  the  better.  Wise  regulations  and  rea- 
sonably strict  rules  are  good  everywhere. 

Promptness  and  Regularity. — In  school  particularly 
very  little  should  be  left  to  guess.  The  morning  session 
should  open  at  a  set  time,  not  a  minute  earlier  nor  a 
minute  later,  so  that  the  pupils  may  know  just  what  to 
depend  upon.  The  same  should  be  true  of  closing,  of 
intermissions,  of  recitations  and  of  everything.  The 
mechanism  of  the  school  should  run  like  a  well-regu- 
lated machine.  The  work  should  be  so  well  organ- 
ized and  its  regulations  followed  so  precisely,  that  the 
pupils  will  fall  into  their  places  easily  and  naturally. 

Many  of  the  regulations  do  not  need  to  be  published ; 
they  need  only  to  be  carried  out.  Some  should  be  an- 
nounced, so  that  from  the  start  there  may  be  no  incon- 
venience. Parents  have  a  right  to  be  informed  of  the 
hour  of  opening  in  the  morning  and  closing  in  the  even- 
ing, so  that  they  will  know  when  to  start  the  children  to 
school  and  when  to  expect  them  home.  Regularity  is 
an  excellent  training  in  itself,  and  if  learned  and  lived 
in  the  schoolroom  will  be  a  valuable  acquirement 
through  life. 

Changes  and  Modifications. — You  cannot  wisely  for- 
mulate all  your  rules  and  regulations  at  the  begin- 
ning. A  good  deal  of  cutting  and  fitting  will  be  nec- 
essary. Previous  regulations  may  modify  those  you 
intended  to  follow.  Emergencies  that  could  not  be 
foreseen  will  arise,  and  these  will  necessitate  changes. 


38  TEACHING  A  DISTRICT  SCHOOL 

When  a  thing  happens  for  the  first  time,  consider  it 
carefully  and  render  a  wise  decision.  It  will  form  a 
precedent  for  future  occasions.  Correct  precedents  are 
of  great  value  and  often  should  grow  into  customs. 
Even  our  mistakes  are  valuable,  as  they  teach  us  what 
to  avoid,  but  they  must  not  become  precedents  for 
future  actions. 

Rules  for  Conduct. — Rules  for  conduct,  that  is,  pub- 
lished rules,  should  be  few.  In  fact  none  need  be  an- 
nounced at  the  beginning.  Let  it  be  taken  for  granted 
that  the  pupils  are  familiar  with  right  rules  of  conduct 
and  mean  to  follow  them.  When  it  becomes  necessary 
to  make  a  rule,  formulate  it  explicitly  and  state  it 
clearly,  so  that  there  can  be  no  misunderstanding. 
Then  see  that  it  is  observed  in  letter  and  spirit. 

When  possible,  rules  should  be  directive  rather  than 
prohibitive.  It  is  better  to  tell  children  what  they  may 
do  than  what  they  may  not  do.  For  example,  if  you 
tell  them  when  they  may  get  drinks,  or  leave  the  room, 
you  are  granting  a  privilege.  If  you  tell  them  they 
must  not  do  these  things  at  certain  times,  you  are  de- 
priving them  of  a  privilege.  The  one  usually  involves 
the  other,  but  the  granting  should  precede  the  de- 
priving. 

All  rules  should  be  for  the  good  of  the  greatest  number. 
It  may  be  for  the  good  of  the  individual  to  be  able  to 
run  to  the  teacher  for  assistance  whenever  he  needs  it, 
but  it  is  not  for  the  good  of  the  school.  A  whole  class 
is  disturbed  while  one  pupil  is  waited  upon.  In  par- 


THINGS   TO   BE  KEPT   IN   MIND  39 

liamentary  usage,  a  speaker's  time  is  his  own  while  he 
is  on  the  floor  and  the  chairman  may  not  permit  any 
one  to  interrupt  him.  It  is  no  less  true  in  a  recitation. 
The  time  belongs  to  the  class  and  is  short  enough,  and 
the*  class  has  a  right  to  the  undivided  attention  of  the 
teacher  until  it  is  dismissed. 

The  Teacher's  Own  Standard. — And  finally,  the  most 
of  the  rules  and  the  strictest  should  be  for  the  teacher 
alone.  He  should  set  a  high  standard  for  himself 
and  if  he  is  new  to  the  work,  he  will  have  the  battle 
of  his  life  in  compelling  himself  to  live  up  to  it.  There 
is  no  one  to  make  him  do  this  or  that,  and  when  the 
monotony  of  the  daily  grind  of  toil  settles  down  upon 
him,  he  will  need  all  his  resisting  power.  Then  it  is 
that  a  strict  set  of  rules  previously  adopted  with  a 
determination  to  follow  or  die,  will  stand  him  in  good 
stead.  He  should  make  it  a  rule  never  to  appear  be- 
fore his  school  in  any  but  a  cheerful  frame  of  mind; 
always  to  be  neat  in  person  and  appearance;  to  have 
his  schoolroom  in  the  best  possible  condition  every 
day;  to  be  on  time  in  the  morning  and  all  through  the 
day;  never  to  permit  his  interest  to  flag  nor  his  patience 
to  be  exhausted;  never  to  do  anything  that  he  would 
not  approve  in  others  under  like  circumstances.  If  he 
can  control  himself  in  such  rules  as  these,  he  will  have 
little  trouble  in  controlling  his  pupils.  A  good  watch- 
word is  Paul's  advice  to  Timothy,  II  Tim.  2:15: 
"Study  to  show  thyself  approved  unto  God,  a  work- 
man that  needeth  not  to  be  ashamed." 


40  TEACHING  A  DISTRICT  SCHOOL 

6.  OPENING  EXERCISES 

It  is  well  worth  while  to  spend  some  time  in  plan- 
ning and  preparing  interesting  exercises  for  the  daily 
opening  of  school. 

The  First  Five  Minutes. — At  the  ringing  of  the  bell, 
all  pupils,  quietly  and  orderly,  take  their  seats.  Books 
and  pencils  are  in  the  desks  and  remain  undisturbed 
until  called  for.  The  roll  is  taken  by  merely  noting  the 
absentees.  All  join  in  song.  A  verse  or  two  of  Scripture 
is  read  and  the  Lord's  Prayer  offered  in  concert  with 
heads  bowed.  One  or  two  verses  of  another  song  or 
hymn  follow. 

A  Regular  Set  of  Exercises. — The  next  five  minutes 
should  be  devoted  to  a  specially  planned  set  of  exer- 
cises running  regularly  through  the  entire  term.  The 
following  is  a  suggested  set: 

Every  Monday  morning Memory  Gems. 

"       Tuesday         "       Current  Events. 

"       Wednesday     "       Story  for  Reproduction. 

"       Thursday       "       Biography. 

"       Friday  "       Nature  Study. 

One  new  memory  gem  may  be  taught  each  week  and 
as  many  others  recited  by  volunteers  as  are  known  or 
as  time  permits.  The  list  given  by  the  teacher  should 
be  diversified,  some  patriotic,  some  religious,  some 
didactic  and  some  simple  rhymes  for  the  little  ones. 

Current  events  may  be  given  first  by  pupils  and,  when 
their  knowledge  is  exhausted,  by  the  teacher.  All  sen- 


THINGS   TO   BE   KEPT   IN   MIND  41 

sational  items  such  as  murders,  trials,  divorces  and 
accusations  should  be  strictly  avoided.  Sporting  news 
likewise  should  be  shunned.  There  are  plenty  of  hap- 
penings that  are  safe,  instructive  and  interesting.  The 
great  interests  of  the  world  may  be  kept  track  of 
from  week  to  week,  such  as  the  government  at  Wash- 
ington, the  Panama  Canal,  the  doings  of  public  men. 
Maps  are  useful  to  show  locations.  If  they  are  not  at 
hand,  the  teacher  may  sketch  outlines  on  the  board 
to  answer  the  purpose.  There  are  weekly  papers  pub- 
lished expressly  for  the  purpose  of  supplying  teachers 
with  the  leading  events  as  they  happen,  stated  briefly 
and  accompanied  with  maps.  Some  one  of  these  the 
teacher  should  take.  "The  Little  Chronicle"  is  per- 
haps as  good  as  any.  The  weekly  issue  of  any  lead- 
ing daily,  containing  a  summary  of  the  week's  news, 
can  be  obtained  for  a  small  sum.  This  exercise  once 
a  week  through  the  term  will  direct  the  minds  of  the 
pupils  in  news  gathering  and  will  be  invaluable. 

The  story  for  reproduction  should  be  read  or  told  by 
the  teacher;  if  well  told,  it  is  better  than  read.  These 
stories  should  teach  lessons  in  obedience,  industry, 
faithfulness  or  the  like. 

They  may  be  obtained  from  a  variety  of  sources, 
from  readers  not  in  use  by  the  school,  from  educa- 
tional journals,  histories  and  so  forth.  They  should 
be  short,  not  longer  than  a  page  of  the  third  reader, 
and  expressed  in  plain,  easy  words.  When  the  story 
has  been  told,  ask  questions  about  it  and  let  it  be  dis- 


42  TEACHING  A   DISTRICT   SCHOOL 

cussed  until  it  is  clearly  understood  and  the  main  point 
grasped.  Then  tell  the  children  you  will  expect  them 
to  repeat  it  to  you  next  Wednesday  morning,  after 
which  you  will  tell  them  another  story.  It  may  not  be 
best  for  a  while  to  ask  for  the  reproduction  in  writing, 
lest  it  detract  from  the  pleasure  of  the  exercise.  After 
the  interest  is  established,  it  can  be  done  with  profit. 

The  biographical  sketches,  since  in  a  six-months  term 
there  is  room  for  but  twenty-four  of  them,  should  be 
chosen  with  a  view  to  diversity.  The  list  should  in- 
clude the  lives  of  statesmen,  poets,  inventors  and  phi- 
lanthropists; it  should  be  chosen  before  school  begins, 
in  order  to  give  time  for  gathering  necessary  material. 

The  nature-study  lessons  necessarily  must  be  ar- 
ranged with  reference  to  the  months.  Crops,  trees, 
flowers,  rocks,  animals,  birds  and  insects  will  furnish 
abundant  material  for  the  term.  The  conditions  in 
country  schools  are  particularly  favorable  for  this 
kind  of  work.  For  example,  varieties  of  trees  may 
be  studied  at  any  time  of  year.  Each  variety  has  its 
several  means  of  identification,  as,  first,  general  con- 
figuration; second,  leaves,  their  shape,  size  and  con- 
formation; third,  bark,  its  color,  form  and  thickness; 
fourth,  wood,  its  quality,  texture  and  grain.  Also 
the  uses  of  each  variety,  as  for  shade,  beauty,  fruit, 
fuel  and  lumber,  may  be  considered.  Such  knowl- 
edge has  a  practical  and  marketable  value  and  has 
the  added  interest  of  being  gained  at  first  hand  from 
nature  herself. 


THINGS  TO   BE  KEPT  IN    MIND  43 

The  value  of  these  morning  exercises  will  depend 
almost  entirely  upon  the  teacher's  earnestness  and 
preparation.  For  his  own  keeping  alive  and  develop- 
ment, they  are  worth  many  times  their  cost,  but  their 
chief  object  is  the  good  derived  by  the  school.  If 
conducted  with  care,  this  should  be  the  most  bene- 
ficial of  any  five  minutes  of  the  day.  Knowledge 
gained  in  this  way  goes  to  the  spot  better  than  that 
learned  from  text-books  and  from  routine  work.  It 
makes  school  more  attractive  and  thus  promotes 
regularity  and  promptness. 

At  the  close  of  these  exercises,  the  signal  for  taking 
books  and  slates  may  be  given  and  the  general  work 
of  the  day  is  then  launched. 

7.  THE  DAILY  PROGRAM 

A  Working  Model. — The  daily  program  is  more  dif- 
ficult and  more  important  than  the  items  previously 
considered.  To  divide  properly  the  time  between 
work  and  play,  between  study  and  recitation,  to  give 
each  branch  and  each  class  its  dues  and  no  more,  to 
arrange  all  in  the  order  that  will  produce  the  best  re- 
sults, requires  mature  wisdom  and  ripe  experience. 
The  new  teacher  will  have  to  draw  heavily  from  prece- 
dents established  by  long  usage.  The  program  that 
follows  is  offered  as  a  working  model.  Each  teacher, 
of  course,  will  need  to  make  such  changes  as  his  par- 
ticular situation  requires. 


44 


TEACHING  A   DISTRICT   SCHOOL 
DAILY  MORNING  PROGRAM 


Closing 
Time 

Min- 
utes 

ISt 

Grade 

2nd 
Grade 

3rd 
Grade 

4th 
Grade 

5th 
Grade 

8.10 

10     )                                       OPENING    EXERCISES 

8.25 

IS 

copying 

reading 

reading 

reading 

ARITH.* 

8.35 

10 

copying 

reading 

reading 

READING 

arithmetic 

8.45 

10 

busy  work 

reading 

READING      physiology 

physiology 

8-S5 

10 

busy  work 

READING 

arithmetic 

physiology 

physiology 

9.15 

20 

LESSON 

copying 

arithmetic 

physiology 

physiology 

9-3° 

15 

copying 

numbers 

arithmetic 

physiology 

PHYSIOL. 

9-45 

IS 

copying 

numbers 

arithmetic 

PHYSIOL. 

hist,  or  geo. 

10.00 

15 

copying 

numbers 

ARITH. 

reading 

hist,  or  geo. 

10.15 

15 

RECESS 

10.30 

is 

busy  work 

NUMBERS 

spelling 

reading 

hist,  or  geo. 

10.50 

20 

LESSON 

spelling 

language 

arithmetic 

hist,  or  geo. 

11.05 

'5 

numbers 

spelling 

language 

arithmetic 

HIST,  or  GEO. 

11.20 

IS 

WRITING 

11-35 

IS 

SPELLING 

language 

arithmetic 

arithmetic 

11.50 

i5 

DISMISSED 

language 

ARITH. 

grammar 

12.00 

10 

LANG. 

gram  mar 

grammar 

1.  00 

60 

NOON 

*  The  class  reciting  is  printed  in  capitals. 

Chief  Points  of  Excellence  in  Above  Daily  Program: — 

(1)  It  divides  the  teacher's  time  equally  among  the 
several  grades. 

(2)  It  provides  steady  and  definite  occupation  for 
every  student  for  the  whole  time. 

(3)  It  provides  time  for  the  mastery  of  each  lesson. 

(4)  It  makes  general  exercises  of  such  studies  as  can 


THINGS   TO   BE   KEPT   IN   MIND 
DAILY  AFTERNOON  PROGRAM 


45 


Closing 
Time 

Min- 
utes 

ISt 

Grade 

2nd 
Grade 

'3rd 
Grade 

4th 
Grade 

5th 
Grade 

1.05 

5 

OPENING  EXERCISES 

1.20  15          LESSON  reading 


reading  grammar  grammar 


I-3S 

15      J     copying 

reading 

reading 

grammar 

GRAM,  or 
COM  P. 

I-SO 

'S 

copying 

drawing             reading 

GRAMMAR 

spelling 

2.05 

IS 

drawing 

drawing 

READING 

spelling 

reading 

2.  2O 

15            drawing 

READING 

drawing 

drawing 

drawing 

2-35 

IS 

DRAWING 

2.50 

15      |                                                       RECESS 

3.05 

J5 

LESSON 

spelling 

geography 

geography 

reading 

3-iS 

10 

copying 

spelling 

geography 

geography 

READING 

3-3° 

15 

copying 

SPELLING 

geography 

geography 

arithmetic 

3-45 

15 

DISMISSED 

GEOGRAPHY 

arithmetic 

3-55 

-    1 

SPELLING 

4.00 

S 

CLOSING 

be  profitably  united,  thus  conserving  the  time  for  other 
subjects  that  will  not  admit  of  such  union. 

(5)  It  brings  the  recitations  of  the  several  grades  in 
approximately  regular  order,  dividing  the  time  quite 
fairly  between  classes. 

(6)  It  provides  shorter  hours  and  more  play  for  the 
first  two  grades  than  for  the  older  and  more  advanced 
pupils. 

(7)  A   few   closely   related   subjects   are  heard   on 
alternate   days,  thus   permitting   pupils   to   carry  all 
the  studies  required  for  the  completion  of  a  common 
school  course. 


CHAPTER 

PRACTICAL  TEACHING 

When  all  preliminaries  have  been  arranged,  when 
every  detail  looking  toward  the  success  of  the  school 
has  been  attended  to,  then  the  battle  has  just  begun. 
There  is  a  chance  to  fail  even  here.  We  may  be  so 
taken  up  with  preliminaries  and  details,  as  to  neglect 
the  daily  routine  of  duties  upon  which  more  than  any- 
thing else  success  depends.  It  takes  all  the  strength  of 
the  strongest  teacher  to  keep  himself  up  day  after  day 
to  the  highest  standard  of  which  he  is  capable.  We 
have  named  this  matter  of  attending  to  the  everyday 
duties  PRACTICAL  TEACHING,  and  shall  consider  it  un- 
der several  different  heads. 

i.  ASSIGNING  LESSONS 

An  Important  Duty. — The  most  important  and  the 
most  difficult  duty  a  teacher  is  called  upon  to  perform 
is  that  of  assigning  work  to  the  pupils,  and  seeing  that 
they  do  the  work  assigned.  This  is  well  illustrated  in 
the  business  world.  Many  an  enterprise  fails  because 
the  manager  does  not  know  how  to  keep  all  hands  at 
work  steadily,  each  one  doing  the  part  for  which  he  is 

46 


PRACTICAL   TEACHING  47 

best  qualified.  On  the  other  hand,  the  manager  who 
knows  just  what  each  man  is  capable  of  doing  and  can 
get  him  to  do  it,  can  command  almost  any  salary  he 
chooses  to  ask.  Where  the  success  of  an  institution  de- 
pends upon  the  amount  of  money  earned  by  labor, 
every  minute  lost  counts  toward  failure;  every  man  in 
the  wrong  place  means  diminished  profits. 

Now  the  aim  of  the  school  is  not  to  earn  money,  but 
to  promote  the  mental  and  moral  growth  of  all  the 
pupils.  Every  minute  lost  and  every  stroke  misapplied 
count  for  failure  in  this  great  aim.  Hence  the  impor- 
tance of  assigning  work. 

Things  the  Teacher  Must  Know. — Before  a  teacher 
can  assign  lessons  rightly,  there  are  some  things  he 
must,  if  not  absolutely,  at  least  approximately  know: 
first,  what  the  whole  work  of  the  school  is ;  second,  what 
each  grade  should  accomplish  in  a  term;  third,  how 
much  of  this  entire  work  should  be  assigned  each  day. 
Here  is  where  a  great  deal  of  wisdom  is  needed.  Chil- 
dren cannot  do  as  much  the  first  days  of  the  term  as 
they  can  later.  Lessons  should  be  assigned  accordingly. 
The  teacher  must  know  also  whether  his  pupils  are 
bright  or  dull,  whether  there  is  any  physical  or  mental 
deficiency  and  if  so,  take  it  into  account.  It  is  not 
necessary  that  all  these  matters  be  worked  out  each 
day,  but  yesterday's  judgment  should  be  revised  to 
suit  to-day's  knowledge. 

Assigning  a  Reading  Lesson. — Now  actually  to  as- 
sign the  lesson,  it  is  not  sufficient  to  say,  "Take  the 


48  TEACHING  A  DISTRICT  SCHOOL 

next  lesson"  or  "Take  to  the  bottom  of  page  so-and-so." 
Pupils  should  be  told  exactly  what  to  do  with  the  lesson 
assigned.  Suppose,  for  example,  you  are  assigning  a 
reading  lesson.  Your  instructions  may  be  something 
as  follows:  "Take  all  of  lesson  twenty.  Read  it  over 
carefully  until  you  are  sure  you  can  tell  it  readily 
without  the  book.  If  there  are  any  words  whose  mean- 
ings you  do  not  know,  write  them  down  on  your  slate 
or  notebook.  Be  able  to  spell  every  word  in  the  lesson. 
Practice  until  you  are  pretty  sure  that  you  can  read 
it  without  stumbling  or  halting." 

Assigning  a  Geography  Lesson. — "The  lesson  for  to- 
morrow begins  at  page  twenty-two  and  extends  to 
the  bottom  of  page  twenty-four.  Read  the  descriptive 
parts  until,  with  proper  questioning,  you  can  recite 
them;  study  the  picture  on  page  twenty-four  until 
you  can  tell  everything  in  it,  what  it  means  and 
why  it  should  be  placed  where  it  is;  write  down  in  a 
list  the  most  difficult  words  and  bring  them  to  the 
class  with  you ;  there  is  no  map  to  draw  in  this 
lesson." 

Assigning  a  Number  Lesson. — (i)  To  a  class  some- 
what advanced:  "Solve  all  problems  to  the  2ist,  be- 
ginning with  the  1 5th;  bring  a  written  solution  of  the 
1 5th  and  i8th  to  the  class;  be  able  to  tell  exactly  how 
these  problems  are  solved.  Observe  the  constant  use 
of  principles  already  learned.  In  the  examples  of  busi- 
ness transactions,  notice  if  the  prices  are  about  as  we 
usually  find  them." 


PRACTICAL   TEACHING  49 

(2)  To  a  beginning  class:  Place  on  the  board  such 
combinations  as  they  can  master,  somewhat  like  the 
following: 

1+1=  3+1=  4+1= 

1-1=  3  ~  J  =  4-1  = 

2   +   1=  3    +   2=  4  +   2   = 

2-1=  3-2=  4-2   = 

2+2=  3+3=  4+3= 

2-2=  3~3=  4-3  = 

Instruct  the  class  to  copy  these  tables  at  their  seats, 
completing  each  equation  with  the  proper  number. 

In  the  recitations,  the  children  may  be  taught  to  make 
the  combinations  concrete,  as  follows:  "If  John  has 
one  apple,  and  his  mother  gives  him  one  more,  he  will 
have  two  apples,  because  one  plus  one  are  two." 

"If  Mary  has  three  pennies  and  spends  one  for 
candy,  she  will  have  two  pennies  left,  because  three 
minus  one  are  two,  etc."  When  they  can  do  this  readily, 
they  may  be  asked  to  make  similar  stories  for  the  com- 
binations on  the  board,  using  familiar  objects  such  as 
apples,  pennies,  balls,  tops  and  the  like.  This  will 
teach  them  to  think  and  to  apply  their  knowledge  as 
they  acquire  it. 

It  is  not  convenient  in  a  work  like  this  to  do  more 
than  make  a  few  suggestions  of  a  general  nature,  such 
as  the  above,  but  the  subject  is  none  the  less  important 
and  should  receive  the  most  careful  and  constant  at- 
tention of  the  teacher.  No  lesson  should  ever  be  as- 
signed carelessly. 

Dist.  School— 4 


50  TEACHING  A  DISTRICT  SCHOOL 

2.  OCCUPATION  FOR  YOUNGEST  PUPILS 

One  of  the  difficult  problems  is  to  know  how  to 
keep  the  little  ones  pleasantly  and  profitably  occupied 
while  the  numerous  classes  above  them  are  being  heard. 
In  the  daily  program  suggested  in  Chapter  II,  such 
general  terms  as  "busy  work"  and  "copying"  are  used. 
Lest  young  teachers  should  find  them  more  puzzling 
than  helpful,  the  following  directions  are  offered: 

Busy  Work. — Let  the  teacher  be  supplied  with  some 
simple  materials,  such  as  grains  of  corn,  wooden  tooth- 
picks, circular  bits  of  paper  of  different  colors,  spools, 
etc.  Give  each  child  a  few  toothpicks  and  grains  of 
corn.  Ask  them  to  build  two  pens,  so  many  rails 
high,  and  put  two  "pigs"  in  each;  then  find  how  many 
"pigs"  in  both  pens;  build  three  pens  and  put  three 
"pigs"  in  each,  driving  some  from  one  pen  to  another. 
The  children  by  their  own  ingenuity  will  very  soon 
find  plenty  of  variations. 

The  circular  bits  of  paper  may  be  strung  into  fes- 
toons with  a  needle  and  thread,  putting  so  many  red,  so 
many  white  and  so  many  blue  ones  together.  What- 
ever the  colors  and  whatever  the  order,  it  should  be 
done  exactly  as  prescribed,  so  that  in  addition  to  count- 
ing, accuracy  will  be  learned. 

The  spools  in  a  similar  way  may  be  used  for  counting, 
adding,  subtracting,  multiplying  and  dividing;  thus, 
"If  you  have  twelve  spools  and  divide  them  among 
four  boys,  how  many  will  each  get  ?  How  many  times 


PRACTICAL   TEACHING  51 

four  in  twelve?  How  many  times  three  in  twelve?" 
and  so  on.  Black  and  white  buttons,  or  melon  seeds, 
will  answer  for  "  sheep,"  while  smaller  buttons  or 
seeds  may  be  used  for  "  chickens."  If  the  teacher  will 
suggest  a  few  things,  the  children  will  think  of  many 
others.  A  half  minute's  instructions  will  keep  them 
going  while  a  class  is  being  heard.  Let  it  be  remem- 
bered that  every  great  teacher  of  primary  pupils  uses 
such  simple  material  as  the  above,  and  keeps  thinking 
constantly  of  new  ways  as  occasion  demands. 

Copying. — This  is  a  general  term  meant  to  include  all 
work  taken  from  the  blackboard,  chart  or  readers. 
The  children  may  write  words  and  sentences,  or  draw 
simple  forms  either  from  chart  or  blackboard,  or  from 
the  objects  themselves. 

The  teacher  should  study  to  provide  work  that  will 
be  profitable  as  well  as  entertaining. 

3.  USE  or  LESSON-PERIOD 

It  is  feared  that  many  teachers,  especially  those  who 
are  young  in  experience,  do  not  fully  realize  the  im- 
portance of  the  lesson-period,  the  recitation  of  the 
lesson  after  it  is  supposed  to  be  learned.  Too  often  it 
is  a  mere  reciting  of  what  has  been  committed  for  the 
purpose,  without  any  adequate  idea  of  the  real  mean- 
ing or  of  its  connection  with  their  lives.  It  should  not 
be  so  much  a  reciting  as  an  analyzing,  comparing, 
weighing,  collecting,  adapting,  stating  and  assimilating. 


52  TEACHING  A  DISTRICT  SCHOOL 

When  the  lesson  is  completed,  the  knowledge  it  con- 
tains should  be  the  pupil's  knowledge,  ready  for  use 
at  any  time,  and  the  sooner  he  has  an  opportunity  to 
use  it  the  better. 

Accumulating  Knowledge. — To  illustrate  the  use  of  the 
study-period  and  the  recitation,  let  us  imagine  a  group 
of  children  gathering  flowers  in  an  open  field.  They 
are  attracted  by  the  bright  and  gaudy.  They  have  not 
the  judgment  to  discriminate  betwet  n  the  good  and  the 
best.  If  they  come  to  a  beautiful  rose  and  prick  their 
fingers  on  its  thorns,  they  turn  away  in  disgust.  Finally 
they  return,  arms  laden  with  the  good,  the  bad  and  the 
indifferent,  and  pile  them  down  in  a  miscellaneous  heap 
at  the  teacher's  feet. 

Analysis  and  Selection. — Now  comes  the  time  of  real 
value.  The  instructor  first  separates  the  mass;  then 
he  selects  the  different  varieties,  putting  each  kind 
by  itself;  the  worthless  ones  ar^  thrown  aside.  The 
children  keep  up  a  running  fire  of  comment  and 
questioning,  telling  where  they  got  this  and  asking 
about  that.  The  teacher  replies  to  their  questioning, 
hears  their  comments  and  gives  them  bits  of  informa- 
tion that  they  could  not  have  discovered  alone.  An 
unusually  fine  specimen  appears,  and  a  bright  boy 
cries  out,  "I  found  that  one.  It  was  away  up  on  a 
sharp  ledge  and  there  were  thorns  and  briers  in  the 
way.  The  others  said  they  wouldn't  climb  up  there 
for  it,  but  I  did  and  got  it."  The  teacher  commends 
his  efforts  and  shares  in  his  enthusiasm.  The  boy  feels 


PRACTICAL  TEACHING  53 

well  repaid  and  disregards  bruises  and  scratches. 
Others  are  silently  vowing  that  they  will  hot  hesitate 
when  opportunity  offers  again. 

Now  the  separated  bunches  are  examined  more 
closely.  The  teacher  explains  why  certain  ones  were 
discarded.  Some  would  wither  quickly,  some  were 
poison,  some  gave  out  an  unpleasant  odor.  The  good 
kinds  next  receive  attention.  After  they  have  been 
sufficiently  examined  and  discussed,  the  teacher  tells 
the  pupils  they  may  select  specimens  from  the  several 
varieties  and  each  make  a  bouquet  for  himself.  They 
set  about  it,  eagerly  questioning  and  exclaiming.  The 
faculties  of  attention,  discrimination  and  judgment  are 
all  engaged.  Memory  also  comes  in  to  give  aid.  Pres- 
ently the  bouquets  are  finished  and  each  one  bears 
away  his  trophy,  pleased  in  proportion  to  the  amount 
of  care  and  energy  he  has  put  into  it.  The  teacher  turns 
to  other  duties,  but  the  children  will  not  soon  forget 
their  morning's  task.  They  will  live  over  and  over 
again  the  details  of  both  the  gathering  and  the  classify- 
ing, and  particularly  will  they  remember  the  interesting 
things  the  teacher  told  them.  Matter  thus  learned  can 
never  be  lost. 

Every  lesson  whose  aim  is  knowledge  is  something 
like  this,  and  the  searching  teacher  may  read  in  the 
story  the  part  he  should  play  in  the  lesson-period. 
But  for  those  who  must  have  the  conventional,  a 
systematic  outline  of  the  various  things  to  be  accom- 
plished, is  appended. 


54  TEACHING  A  DISTRICT  SCHOOL 

Important  Features  of  the  Lesson- Period. — (i)  It  is 
the  time  when  the  minds  of  pupils  and  teacher  meet 
upon  a  common  subject;  the  one  to  receive,  the  other 
to  impart  knowledge,  or,  rather,  the  one  to  search  and 
the  other  to  direct  the  searching. 

(2)  It  gives  the  pupils  occasion  to  tell  what  they  have 
learned,  and  thus  give  expression  to  their  new-found 
knowledge,  for  we  are  never  sure  of  knowledge  or  power 
until  we  have  in  some  way  given  expression  to  it. 

(3)  The    pupils    may   ask    questions    upon    knotty 
points  and  should  be  not  only  allowed  but  encouraged 
to  do  so  quite  freely.    Moreover,  the  kind  of  questions 
they  ask  will  show  how  well  or  how  poorly  they  have 
used  the  study-period  and  how  much  their  interest  has 
been  aroused. 

(4)  It  affords  an  opportunity  to  correct  wrong  ideas, 
which  they  will  be  sure  to  have  gathered  because  of  their 
limited  experiences  in  the  fields  they  are  exploring. 

(5)  It  gives  them  a  chance  to  show  to  the  teacher 
how  well  they  have  improved  their  time  and  to  receive 
their  due  reward  of  commendation.     If  the  children 
have  really  put  forth  effort  and  accomplished  some- 
thing, they  look  forward  eagerly  to  the  class  time. 
The  teacher  is  the  only  one  who  can  fully  appreciate 
their  efforts  and  measure  for  them  the  amount  and 
value  of  what  they  have  acquired.     If  there  is  no 
one  to  do  this  measuring  of  results,  the  zeal  of  the 
pupil  soon  languishes.    Even  adults  cannot  get  along 
wholly  without  it. 


PRACTICAL  TEACHING  55 

(6)  It  is  a  test  of  their  ability  to  master  the  subject. 
This  is  one  of  the  most  important  features  of  the  lesson- 
period  and  one  that  will  tax  the  ingenuity  of  the  teacher 
to  the  utmost.     The  greatest  care  and  skill  is  needed 
in  probing  into  the  minds  of  young  children  without 
causing  them  to  shrink  or  to  be  frightened  into  silence. 
It  requires  a  kind   of   painless  mental  surgery  that 
every  teacher  should  strive  to  master. 

(7)  The  pupils  must  have  the  teacher's  assistance 
in  determining  the  important  parts  and  in  getting  each 
into  its  proper  relations  with  the  rest.     Often  it  re- 
quires considerable  wisdom  to  do  this.    As  a  rule,  the 
teacher  should  not  tell  which  of  two  ideas  is  the  more 
important,  but  rather  should  point  out  the  qualities 
that  measure  the  value  of  each  and  let  the  pupil  judge 
for  himself  in  the  light  of  these  qualities. 

(8)  The  lesson-period  serves  to  keep  the  connection 
between  present  knowledge  and  that  which  has  been 
previously  learned.     All  new  knowledge  is  gained  by 
means  of  what  we  have  in  store,  and  as  fast  as  the 
new  is  gathered,  it  must  be  properly  classified,  named 
and  placed  where  it  belongs. 

(9)  It  permits  the  teacher  to  fire  the  minds  of  the 
pupils  with  new  zeal  for  what  is  yet  to  be  learned. 
This  is  one  of  the  delights  of  teaching,  to  keep  pointing 
to  larger  fields,  greater  achievements  and  vaster  possi- 
bilities.    This  may  be  done  with  perfect  safety  and 
assurance,  because  the  farther  we  climb,  the  broader 
the  view  and  the  more  enchanting  the  vision. 


56  TEACHING  A   DISTRICT   SCHOOL 

(10)  It  gives  time  for  the  assignment  of  the  next 
lesson  and  the  measure  of  its  amount.  This  has  al- 
ready been  noted  and  need  not  be  discussed  further. 

These  are  perhaps  the  principal  items  to  be  observed 
in  the  lesson-period,  where  the  main  object  is  the  ac- 
quisition of  knowledge  or  of  mental  culture.  If  the 
aim  of  the  lesson  should  be  the  gaining  of  skill,  as  in 
a  writing  or  drawing  exercise,  or  in  the  committing  of 
forms  such  as  tables  or  declensions,  other  features  may 
come  in,  but  the  above  items  are  general  enough  to 
suit  all  cases  and  should  always  be  kept  in  mind. 

4.  EXPLAINING  AND  IMPRESSING 

An  Essential  of  Teaching. — When  in  any  lesson  a 
difficulty  that  is  beyond  the  comprehension  of  the  pu- 
pils arises,  it  is  the  duty  of  the  teacher  to  make  it  plain 
to  their  understanding.  In  reading  there  are  frequent 
allusions  that  the  children  cannot  possibly  understand 
until  the  thing  alluded  to  is  explained.  Such  expres- 
sions as  "he  was  being  used  as  a  cat's  paw,"  "he 
threw  down  the  gauntlet,"  "he  has  an  ax  to  grind," 
all  refer  to  stories  or  customs  that  are  supposed  to  be 
well  known  to  everybody.  If  the  teacher  has  been 
properly  trained,  he  will  know  the  origin  and  be  able 
to  give  the  explanation  of  all  such  allusions.  They 
are  a  part  of  the  wisdom  of  the  race  and  children  should 
learn  them  as  early  as  they  can  grasp  their  meaning. 

Geography,  arithmetic,  history  and  grammar  teem 


PRACTICAL  TEACHING  57 

with  matter  that  must  be  explained  before  it  can  be 
understood,  and  every  good  teacher  is  a  good  ex- 
plainer. It  is  one  of  the  essentials  of  teaching. 

Simple  Language  a  Necessity. — The  first  thing  to 
observe  is  that  the  explanation  must  be  within  the 
comprehension  of  the  child.  The  language  should  be 
plain  and  simple.  It  should  be  expressed  in  short  sen- 
tences, each  containing  but  one  statement,  and  this 
should  be  grasped  before  the  next  is  given.  One  point 
at  a  time  is  the  rule  and  let  it  be  made  so  clear  that  the 
dullest  can  understand  it. 

When  a  difficult  matter  has  been  explained  until  it 
is  supposed  to  be  understood,  ask  one  of  the  pupils  to 
give  it  in  his  own  words.  If  there  is  any  hitch,  it  will 
appear  and  assistance  can  be  rendered  at  just  the  right 
place.  As  early  as  possible  children  should  be  taught 
to  locate  and  state  the  difficult  things  they  encounter. 
When  they  can  do  this  readily,  explanations  become 
easy.  They  should  be  taught  also  to  use  every  possi- 
ble means  to  solve  the  difficulties  themselves.  Gradu- 
ally the  teacher  will  cease  to  give  information  directly, 
but  will  tell  them  how  or  where  to  find  it. 

The  Value  of  Illustrations. — Again,  in  explaining  a 
difficult  point,  the  teacher  should  be  ready  with  illustra- 
tions. He  must  be  able  to  tell  the  pupils  that  it  is  like 
this  or  that  with  which  they  are  familiar.  The  greatest 
teachers  in  the  world  have  been  those  who  were  readiest 
with  illustrations.  Thinking  of  apt  illustrations  may 
be  an  art,  but  it  is  one  not  so  very  difficult  to  acquire. 


58  TEACHING  A  DISTRICT  SCHOOL 

The  things  that  are  "like"  abound  everywhere,  if  we 
will  but  learn  to  see  and  use  them. 

Clinching  the  Impression. — Not  only  should  we  make 
difficult  matters  plain  to  the  understanding,  but  we 
should  impress  them  upon  the  mind  in  such  a  way  that 
they  will  not  be  forgotten.  This  is  true  of  many  of  the 
easy  things  as  well  as  of  the  difficult  ones.  The  chil- 
dren cannot  judge  of  the  importance  of  what  they 
learn.  Little  things  and  great  things  are  put  in  the 
same  kind  of  type  without  any  emphasis  or  marking 
that  indicates  their  relative  importance.  The  teacher 
must  furnish  the  emphasis. 

A  point  may  be  emphasized  by  repeating  it,  by  stat- 
ing why  it  is  important,  or  by  relating  some  incident 
in  connection  with  it  that  shows  its  importance.  What- 
ever the  way,  the  one  thing  needful  is  the  attention  of 
the  class.  When  this  is  secured  and  there  is  some- 
thing worth  while  to  hold  it,  then  see  that  the  impres- 
sion is  made  and  clinched.  It  is  like  a  blacksmith 
fashioning  a  horseshoe  out  of  a  bar  of  heated  iron. 
There  is  much  in  knowing  just  when  to  strike. 

5.  QUESTIONING 

The  teacher,  like  the  lawyer,  should  be  an  expert 
questioner.  A  sharp  question  has  the  same  effect  upon 
the  mind  that  a  spur  has  upon  a  lagging  horse.  It 
stimulates  to  activity;  and  the  teacher  should  know 
how  and  when  to  use  it. 


PRACTICAL   TEACHING  59 

Four  Classes  of  Questions. — For  convenience  of  dis- 
cussion, we  may  divide  our  subject  into  four  classes  as 
follows : 

(1)  Questions  that  may  be  answered  by  yes  or  no;  as, 
Have  you  prepared  your  lesson?     Did  you  see  Mr. 
Smith  yesterday? 

(2)  Questions  that  may  be  answered  by  facts  or  by 
information  that  has  been  set  as  a  task;  as,  How  far 
does  your  lesson   extend?     How  many  pecks   in   a 
bushel  ? 

(3)  Questions  that  will  bring  out  difficulties  or  that 
will  involve  contradictions;  as,  Use  a  personal  pronoun 
in  the  common  gender,  third  person  and  singular  num- 
ber.    Can  you  draw  a  right-angled  triangle  with  the 
three  sides  equal  ? 

(4)  Questions  involving  other  questions  that  can  be 
determined  only  by  discovering  all  the  facts  underlying 
the  main  question.     Such  are  called  leading  questions. 
Examples:  Why  is  the  verb  the  most  important  of  all 
the  palrts  of  speech?    Why  is  the  robin  so  great  a 
favorite  ? 

Each  of  these  classes  has  its  proper  use,  but  trouble 
arises  when  one  class  is  used  for  another.  There  are 
many  questions  that  can  and  should  be  answered  by 
yes  or  no,  but  when  the  teacher  asks  an  information 
question  by  furnishing  the  information  (as,  How  many 
quarts  in  a  peck?  Eight,  are  there  not?),  the  whole 
thing  is  wrong. 

Questions  Should  Be  Intelligent. — In  questioning  pupils 


60  TEACHING  A  DISTRICT  SCHOOL 

upon  their  lessons  to  test  their  knowledge,  it  is  best 
to  drive  straight  to  the  point,  but  the  question  should 
never  indicate  the  answer.  It  should  go  without 
saying  that  the  teacher  who  would  ask  intelligent 
questions  must  be  familiar  with  the  contents  of  the 
lesson  and  know  also  the  correct  answers.  There  is  no 
incentive  to  the  pupils  to  learn,  when  the  teacher  him- 
self is  obliged  to  look  in  the  book  for  the  answer.  The 
pupils  will  very  properly  conclude  that  if  the  teacher 
does  not  need  to  know  this,  there  is  no  necessity  for 
their  learning  it.  On  the  other  hand,  if  the  teacher 
is  thoroughly  familiar  with  the  knowledge  of  the  lesson 
and  knows  much  besides,  it  is  a  great  incentive  to  the 
pupils. 

Every  teacher  should  practice  the  art  of  questioning 
until  he  can  bore  through  a  subject  and  leave  nothing 
more  to  be  asked. 

Pupils  Should  Formulate  Questions. — Pupils  also  should 
be  taught  to  make  questions  upon  their  lessons.  Let 
them  see  how  many  they  can  ask  upon  a  given  topic, 
and  then  let  these  be  criticised  kindly  by  the  teacher. 
In  many  cases  there  is  no  better  way  to  attack  a  lesson 
than  by  formulating  as  many  questions  as  possible 
from  it,  and  then  proceeding  to  find  the  answers. 

6.  REVIEWING 

Why  It  Is  Necessary. — Since  all  knowledge  in  order 
to  be  useful  must  be  properly  classified,  tagged  and 


PRACTICAL  TEACHING  6 1 

put  where  it  belongs,  that  is,  with  other  knowledge  of 
like  kind,  it  follows  that  every  lesson  must  be  linked 
with  those  that  have  gone  before.  The  principles  and 
facts  previously  learned  must  be  brought  before  the 
mind  so  that  the  new  may  be  seen  in  its  relation  to  the 
old.  For  this,  if  for  no  other  reason,  there  should  be 
in  every  lesson  some  review  of  yesterday's  work  and 
frequently  of  the  whole  subject  so  far  as  it  has  pro- 
gressed; but  there  are  other  reasons  for  reviewing. 

Whether  the  subject  be  arithmetic,  grammar,  geog- 
raphy, history  or  what  not,  the  assignment  of  daily 
lessons  tends  to  chop  it  up  into  separate  bits.  When 
it  is  completed,  it  should  be  in  the  mind  as  one  connected 
whole  and  this  cannot  be  accomplished  unless  we  attend 
to  the  daily  reviews.  Some  member  of  the  class  should 
be  called  upon  to  state  in  a  few  words  the  principal 
features  of  the  last  lesson.  If  the  lesson  is  upon  a  topic 
that  has  been  running  for  some  time,  as  the  verb  in 
grammar,  or  an  epoch  in  history,  or  a  continent  in 
geography,  let  some  one  give  the  principal  heads  from 
the  beginning  up  to  the  present.  This  will  preserve  the 
unity  of  the  subject,  which  is  important. 

Again,  review  is  necessary  in  order  to  ascertain  the 
degree  of  proficiency  attained  by  the  class.  Each  member 
should  have  his  turn  for  individual  testing.  If  this  is 
done  as  it  should  be,  there  will  be  no  occasion  for  going 
again  over  this  particular  book  or  subject.  As  a  rule, 
it  is  poor  economy  to  spend  days,  or  as  often  happens, 
weeks,  in  going  over  a  series  of  lessons  a  second  time. 


62  TEACHING  A  DISTRICT  SCHOOL 

All  the  freshness,  which  is  the  main  stimulus  to  effort, 
is  gone.  Besides,  if  the  pupils  know  that  they  are  to 
have  a  second  trial,  they  are  likely  to  slight  their  work, 
thinking  that  they  will  get  it  in  review.  Thus  they  fall 
into  slovenly  habits.  Often  it  is  wise  to  study  a  given 
subject  a  second  or  even  a  third  time,  but  it  should 
always  be  a  different  treatment,  introducing  new  and 
more  difficult  features. 

Advantages  of  the  Written  Review. — From  the  fourth 
reader  class  upward,  a  written  test  should  be  given  for 
every  ten  lessons.  By  this  plan  a  leading  or  test  ques- 
tion may  be  asked  on  each  lesson. 

The  advantages  to  be  gained  by  this  will  amply  re- 
pay the  time  and  trouble.  It  will  enable  the  teacher  to 
measure  more  accurately  than  he  otherwise  could,  the 
distinctness  and  thoroughness  of  the  pupils'  knowledge; 
it  will  cause  him  to  look  for  the  most  searching  ques- 
tions and  to  state  them  clearly  and  concisely;  knowing 
that  these  questions  are  coming,  his  instruction  will  be 
sharper  in  seeing  that  difficult  points  are  made  clear; 
the  questions  will  serve  as  nails  to  fasten  thoughts  and 
principles  in  the  pupils'  minds,  and  will  aid  in  forming 
right  judgments  as  to  the  chief  points  in  the  lessons. 

On  the  part  of  the  pupils,  the  knowledge  that  an 
examination  is  coming  will  cause  them  to  take  a  deeper 
interest  in  their  work,  and  to  make  sure  of  their  grasp 
of  every  subject;  also  an  examination  is  a  relief  from 
the  monotony  of  the  daily  routine;  it  furnishes  a  key 
for  the  pupils  to  their  own  standing  in  the  light  of  the 


PRACTICAL  TEACHING  63 

teacher's  questions,  the  things  that  he  considers  im- 
portant; it  shows  the  amount  gained  in  the  last  ten 
lessons,  whether  much  or  little,  and  is  a  spur  to  greater 
effort  if  the  amount  seems  small;  almost  invariably 
pupils  look  up  the  questions  they  have  failed  to  answer 
and  thereby  make  important  gains. 

In  addition  to  all  these  advantages,  the  custom  of 
having  written  tests  gives  strength  to  both  teacher  and 
pupils;  it  puts  them  on  an  understanding  and  furnishes 
a  basis  for  going  over  again  in  the  light  of  their  failures 
the  difficult  parts  of  the  lessons.  Lastly,  for  the  clear, 
accurate  and  concise  expression  of  thoughts,  there  is 
nothing  that  will  take  the  place  of  writing.  Too  little 
of  it  is  done  in  the  schools.  Unless  pupils  have  suffi- 
cient practice,  they  dread  written  examinations  and 
from  fright  and  nervousness  often  fail  to  do  themselves 
justice,  but  when  the  tests  are  given  frequently  and 
regularly  they  are  looked  forward  to  with  pleasure  and 
eagerness.  Such  has  been  the  writer's  experience. 

7.  INCREASING  ATTENTION  AND  INTEREST 

The  Key  to  Attention. — Every  experienced  teacher 
knows  that  attention  is  absolutely  necessary  to  learn- 
ing. No  new  thing  can  be  comprehended  or  remem- 
bered without  it.  Not  a  listless,  half-hearted,  but  an 
eager,  all-absorbing  attention  must  be  given,  and  it 
should  be  given  voluntarily.  When  it  is  secured  by  the 
constant  calling  back  of  wandering  minds,  it  is  of  little 


64  TEACHING  A  DISTRICT  SCHOOL 

value.  How  to  secure  and  hold  the  attention  is  one  of 
the  greatest  problems  of  the  teacher. 

Now  the  key  to  attention  is  interest.  So  long  as  in- 
terest holds,  attention  is  freely  given;  but  as  the  one 
diminishes,  the  other  lags.  When  the  teacher  finds  it 
necessary  to  call  for  attention,  he  may  know  that  interest 
is  on  the  wane.  Then  is  the  time  to  change  tactics,  to 
reorganize  one's  forces,  to  bring  up  the  reserves.  Un- 
less interest  is  regained,  defeat  is  inevitable.  Let  us 
then  consider  this  important  matter. 

Why  Children  Lose  Interest. — When  a  teacher  first 
enters  a  school,  he  is  not  responsible  for  the  interest, 
or  lack  of  it,  that  the  pupils  may  have  in  acquiring 
knowledge.  But  he  is  responsible  for  it  in  the  subjects 
he  teaches.  It  is  not  a  very  difficult  matter  to  arouse 
the  interest  of  children.  The  difficulty  lies  in  holding 
it.  Knowledge  itself,  if  rightly  presented,  will  awaken 
and  develop  interest.  Therefore,  if  the  lesson  drags, 
the  teacher  should  take  himself  vigorously  to  task  to 
discover  the  cause.  //  may  be  accounted  for  in  one  of 
two  ways;  either  the  subject-matter  is  not  adapted  to  the 
understanding  of  the  children,  or  it  is  not  presented  to 
them  in  a  right  manner.  Our  constant  care  should  be 
that  the  lessons  should  not  be  too  deep  for  their  under- 
standing; that  they*  should  be  connected  with  their  ex- 
periences and  expressed  in  language  that  they  can 
understand. 

It  is  equally  essential  that  the  teacher  should  be  in- 
terested and  in  full  sympathy  with  his  pupils.  Remem- 


PRACTICAL   TEACHING  65 

ber  that  a  live  teacher  makes  a  live  school.  //  the  in- 
terest dulls,  never  blame  the  children,  but  take  it  all  upon 
yourself. 

Knowledge  Should  Be  Usable. — The  above  points 
should  be  strictly  observed  and  great  care  taken  to 
present  all  lessons  in  an  interesting  manner.  They 
must  be  made  to  touch  the  lives  of  the  children  in  their 
everyday  experiences.  Knowledge  to  be  interesting 
must  be  usable,  and  it  falls  upon  the  teacher  to  show 
his  pupils  how  to  use  it.  Every  child  is  interested  in 
something  and  is  anxious  to  learn  more  about  that 
something.  The  teacher  should  find  out  his  interests 
and  make  his  beginnings  from  them.  If  horses  or  dogs 
attract  the  pupil,  he  must  tell  him  new  things  about 
them  and  show  him  how  he  can  find  out  much  more  by 
learning  to  read.  If,  for  example,  his  interest  lies  in 
horses,  the  teacher  may  read  to  him  the  story  of  Alexan- 
der the  Great  at  fourteen  years  of  age,  riding  a  fiery 
young  horse  that  no  one  else  could  master.  This  will 
arouse  his  interest  in  Alexander,  so  that  he  will  want  to 
know  all  about  him  and  he  will  go  from  interest  to  in- 
terest until  he  is  safely  on  the  highway  to  knowledge. 
If  dogs  appeal  to  him  more,  he  may  be  told  of  the 
dogs  of  St.  Bernard  rescuing  travelers  from  the  snow  in 
the  Alps  mountains,  and  a  like  result  will  follow. 

Reading  and  spelling  lessons  made  about  the  objects 
with  which  pupils  are  familiar,  such  as  the  chickens, 
the  pigs,  the  baby,  are  just  as  good  and  often  far  more 
interesting  than  the  lessons  in  the  books,  even  though 

Dist.  School— 5 


66  TEACHING   A   DISTRICT   SCHOOL 

the  latter  treat  of  the  same  things.  Number  and  lan- 
guage lessons  may  be  prepared  in  a  similar  way. 
Keep  the  pupils  on  the  search  for  the  things  about 
which  they  are  studying,  test  and  tax  their  knowledge 
constantly  and  encourage  them  to  greater  achievements. 
Stimulus  in  Variety. — One  of  the  things  that  kills 
interest  is  monotony.  The  daily  routine  becomes  a 
grind.  It  is  a  good  idea  to  change  frequently  the 
method  of  hearing  the  class.  Children,  and  grown 
people,  too,  for  that  matter,  like  to  be  surprised  with 
new  things  or  at  least  with  variations.  New  features 
should  be  introduced  in  the  reading,  the  geography  and 
the  number  lessons.  Encourage  the  children  to  talk 
freely  about  their  work,  not  only  in  the  recitation  but 
at  the  intermissions,  on  the  way  to  and  from  school, 
anywhere  and  everywhere,  lest  they  fall  into  the  habit 
of  supposing  the  knowledge  of  the  school  pertains  only 
to  the  classroom. 

8.  GOOD  MANNERS  AND  GOOD  MORALS 

Character-Building  of  First  Importance. — In  our  zeal 
in  pursuing  the  various  branches  of  study  and  in  our 
haste  to  complete  the  books  or  to  cover  certain  amounts, 
there  is  danger  of  neglecting  the  greater  things  of  life. 
It  will  be  admitted  readily  by  all  that  the  development 
of  a  strong  and  upright  character  is  of  infinitely  more 
importance  than  efficiency  in  special  knowledge.  To 
illustrate,  it  is  more  important  that  a  boy  should  be 


PRACTICAL   TEACHING  67 

trained  in  strict  honesty  than  that  he  become  an  expert 
in  arithmetic;  that  he  be  instructed  in  purity  of  life 
rather  than  accomplished  in  grammar;  that  he  be 
taught  politeness  and  filial  duty,  rather  than  history 
and  geography.  Not  that  these  minor  duties  should 
be  neglected,  but  that  they  should  not  be  followed  to 
the  exclusion  of  the  others,  lest  we  be  condemned  by 
the  Great  Teacher's  injunction,  "These  things  ought 
ye  to  have  done  and  not  have  left  the  others  undone." 

Moral  Lessons  in  Everyday  Text-Books. — Some  one  may 
say  that  if  the  teaching  of  morals  be  of  so  great 
importance,  why  is  there  not  a  text-book  so  that  the 
lessons  may  be  assigned  and  heard?  It  is  true  that 
there  is  no  special  text-book  in  morals,  but  fortunately 
many  of  the  text-books  in  the  common  branches  are 
well  supplied  with  moral  lessons.  Most  of  the  public 
school  readers  abound  in  healthful  examples  of  conduct, 
with  many  opportunities  for  an  alert  teacher  to  make 
lasting  impressions.  History  is  rich  in  heroism  and 
patriotism  and  if  rightly  taught  cannot  fail  to  make  its 
imprint  upon  character.  Like  Scripture,  history  is  for 
edification  and  should  be  studied  more  for  its  wisdom 
than  for  abstract  knowledge.  Even  arithmetic  has  its 
moral  value.  Neatness,  accuracy  and  honest  work  are 
virtues  well  worth  cultivating.  The  singing  of  patriotic 
songs  is  a  power  for  righteousness  and  should  have  a 
regular  place  in  the  daily  program  of  every  school. 

Common  Forms  of  Politeness. — These  likewise  should 
receive  as  much  attention  as  is  necessary  to  secure  their 


68  TEACHING  A  DISTRICT  SCHOOL 

ready  and  constant  observance  on  the  part  of  every 
pupil.  These  forms  are  not  inherited;  they  must  be 
learned  and  practiced.  Every  child  has  as  much  right 
to  be  taught  how  to  act  in  good  society  as  he  has  to  be 
taught  to  read.  Little  courtesies  like  "please"  and 
1  'thank  you"  should  be  insisted  upon,  whether  pupils 
are  speaking  to  the  teacher  or  to  each  other.  In  many 
homes  the  niceties  of  life  are  neither  practiced  nor 
taught,  and  if  children  do  not  learn  them  at  school 
they  will  grow  up  uncultured  and  rude.  Nothing  pays 
better  than  politeness  and  no  opportunity  to  inculcate 
it  should  be  overlooked. 

The  Force  of  Example. — In  both  manners  and  morals 
the  best  instruction  is  the  example  of  the  teacher. 
Precept  is  valuable  when  it  is  backed  up  by  example; 
but  precept  without  example  is  practically  worthless. 
The  teacher  stands  in  the  eyes  of  the  pupils  as  the 
embodiment  of  all  that  is  wise  and  good.  His  every 
act  will  be  imitated.  Even  his  mannerisms  will  be 
copied.  If  he  permits  himself  to  do  wrong  or  doubt- 
ful things,  the  pupils  will  do  them  and  quote  him  as 
their  example.  In  conduct  and  manners  the  teacher 
should  never  do  anything  he  would  disapprove  in  his 
pupils. 

9.  GOOD  ORDER 

Quiet  in  the  Schoolroom. — The  school  is  a  study  room. 
Quietness  is  conducive  to  study.  It  follows  that  the 
schoolroom  should  have  quietness.  But  it  is  also  a 


PRACTICAL  TEACHING  69 

workshop  where  certain  activities  are  constantly  going 
forward.  These  necessitate  noise.  How  shall  we  make 
the  two  ideas  compatible?  In  this  way:  During  most 
of  the  day  the  majority  of  the  pupils  are  in  their  seats 
studying;  they  can  and  should  be  quiet.  Those  who 
are  reciting  should  be  drawn  to  the  front,  nearest  the 
teacher's  desk,  and  thus  removed  from  the  immediate 
presence  of  those  who  are  engaged  in  study.  The 
noise  of  the  recitation  being  a  regular  thing  and  a  part 
of  the  school,  is  but  little  disturbing.  The  calling  and 
dismissing  of  classes  should  be  done  as  quietly  and  as 
expeditiously  as  possible. 

Common  Sources  of  Disorder. — Order  means  every- 
thing done  in  the  time  and  in  the  way  it  should  be  or  as 
agreed  upon.  Any  irregularity  that  is  unnecessary  or 
not  done  for  the  good  of  the  school  is  disorder.  Any 
disturbance  that  is  necessary  must  be  endured,  such 
as  attending  to  the  fire  or  adjusting  the  windows.  All 
unnecessary  disturbances  must  be  avoided.  That  is  the 
rule. 

The  most  common  sources  of  disorder  are  whisper- 
ing, running  to  the  teacher  for  information,  getting 
drinks  and  leaving  the  room.  Scores  of  other  annoy- 
ances are  liable  to  happen,  but  the  above  constitute 
three  fourths  of  the  disorder  in  the  average  school. 
So  a  few  words  about  each,  with  some  general  princi- 
ples, must  suffice  for  all. 

Whispering. — Many  teachers  prefer  not  to  forbid 
whispering  entirely.  The  trouble  of  carrying  out  such 


70  TEACHING  A   DISTRICT   SCHOOL 

a  rule  and  the  inconvenience  it  entails  upon  the  pupils 
seem  to  be  sufficient  reasons  for  this.  But  it  must  be 
curtailed  by  some  means.  There  is  nothing  more  an- 
noying than  constant  whispering.  Conversation  should 
be  absolutely  prohibited,  and  if  two  or  more  pupils 
engage  in  any  considerable  amount  of  whispering, 
they  should  be  made  to  understand,  gently  but  firmly, 
that  it  cannot  be.  Separation  may  be  sufficient,  but  if 
it  is  not,  something  more  drastic  should  be  used.  The 
main  thing  is  that  the  teacher  should  be  determined, 
but  should  not  use  any  harsher  means  than  are  neces- 
sary to  keep  down  the  evil. 

Running  to  the  Teacher. — In  years  of  visiting  in  coun- 
try districts,  the  writer  has  observed  a  prevailing  habit 
that  almost  ruins  many  otherwise  good  schools.  It  is 
that  of  running  to  the  teacher  to  have  a  word  pro- 
nounced. While  he  is  hearing  a  class,  a  string  of  chil- 
dren extending  from  the  seats  to  his  elbow  keeps  up 
a  constant  interruption.  A  child  comes  up  with  his 
finger  pointing  to  a  word  that  he  perhaps  knows  very 
well,  or  could  easily  find  out,  and  while  he  looks  out 
the  window  and  .gazes  about,  thrusts  the  book  at  the 
teacher,  who  without  a  question  or  a  suggestion  tells 
him  the  word.  He  goes  back  to  his  seat  often  not 
knowing  what  the  teacher  said.  The  next  child  with 
finger  pointed  extends  his  book  and  so  the  procession 
continues.  When  the  last  one  has  had  his  turn,  the  first 
is  ready  to  begin  the  next  round.  The  pupils  reciting 
must  either  wait  or  go  on  as  best  they  may. 


PRACTICAL  TEACHING  71 

The  remedy  for  this  evil  need  not  be  difficult.  The 
shortest  way  is  simply  to  say  it  must  not  be  done.  The 
pupils  reciting  have  a  right  to  the  undivided  attention 
of  the  teacher  during  the  short  space  allowed  them. 
Let  the  children  write  down  the  words  they  cannot 
pronounce  and  bring  them  to  the  class.  If  the  parents 
insist  that  the  children  be  told  the  words,  as  it  is  said 
they  frequently  do,  then  put  every  child  who  comes  up 
through  a  process  of  effort.  Ask  the  child  to  pronounce 
the  word  himself;  if  he  cannot,  have  him  spell  it.  If 
he  still  fails,  ask  some  other  member  of  the  class  to 
pronounce  it  for  him.  Then  let  him  write  the  word 
upon  the  blackboard  several  times.  Such  a  method 
persisted  in  for  a  few  days  will  practically  cure  the 
trouble  without  forbidding  it.  His  attention  having 
been  called  to  it,  no  self-respecting  teacher  will  suffer 
it  to  go  on  to  the  detriment  of  his  school. 

Other  Interruptions. — For  such  interruptions  as  going 
for  drinks  and  leaving  the  room,  no  stringent  rules 
need  be  laid  down.  They  are  often  caused  by  restless- 
ness. Children  grow  tired  sitting  on  hard  benches 
through  long  sessions.  A  recess  of  five  minutes  at  the 
end  of  each  hour  is  better  than  interruption  and  gives 
all  an  opportunity  for  exercise.  Calisthenic  drills,  sing- 
ing and  marching,  or  running  around  the  room  (always 
with  windows  open)  will  prove  a  relief  to  the  tedium 
of  long  hours  in  the  forenoon  or  of  dull  ones  in  the  after- 
noon. If  one  or  two  pupils  persist  in  having  many 
wants,  a  little  private  conversation  will  usually  mend 


72  TEACHING  A  DISTRICT  SCHOOL 

the  matter.    If  it  does  not,  some  small  penalty  sufficient 
to  offset  the  pleasure  derived  should  be  resorted  to. 


10.  RECESSES  AND  INTERMISSIONS 

Educational  Value  of  Rest-Periods. — It  seems  not  to 
have  occurred  to  many  teachers  to  consider  the  rest- 
periods  as  having  any  educational  value.  They  are 
looked  upon  as  being  merely  a  cessation  from  the  labor 
of  the  schoolroom.  Yet  those  who  study  the  lives  of 
children  attach  great  importance  to  play.  It  is  one  of 
the  main  features  of  childhood  and  youth,  and  the 
delight  and  usefulness  of  it  extend  well  into  age.  The 
well-equipped  gymnasiums,  extensive  athletic  fields, 
high-salaried  physical  directors,  and  costly  parapher- 
nalia of  the  large  colleges  are  proof  that  much  atten- 
tion is  given  it  in  higher  education.  But  if  grown 
boys  and  girls  need  all  these,  how  very  much  more 
necessary  is  it  that  growing  children  should  have  some 
provisions  made  for  them  and  be  given  directions  in 
their  play  and  games. 

No  work  devised  by  man  can  take  the  place  of  play 
for  recreation,  for  physical  and  mental  exercise  and 
for  pure  enjoyment.  A  child  wholly  deprived  of  play 
is  one  of  the  saddest  spectacles  in  the  world,  as  he  not 
only  loses  the  greatest  pleasure  of  childhood,  but  his 
physical  and  mental  development  is  out  of  the  ques- 
tion. Those  who  play  but  little  are  usually  lacking 
in  strength,  agility,  courage  and  in  social  qualities. 


PRACTICAL  TEACHING  73 

Children  expand  their  lungs,  train  their  voices  and 
develop  their  muscles  on  the  playground.  It  is  truly 
democratic;  every  one  stands  upon  his  own  merits. 
Each  desirable  place  must  be  won  over  all  competitors 
with  no  favors  or  political  "pulls."  The  champion 
runner,  jumper,  wrestler,  though  the  poorest  boy  in  the 
district,  is  accorded  his  meed  of  praise  and  admiration 
as  honestly  and  certainly  as  though  he  were  the  rich- 
est. Here,  too,  leadership  is  developed  and  in  the 
friendly  strivings  each  boy  learns  pretty  accurately  the 
measure  of  his  own  powers. 

Rules  Regulating  Intermissions. — It  will  be  well  to 
observe  the  following  rules  in  regard  to  the  intermis- 
sions :  First,  they  should  come  as  regularly  and  as  cer- 
tainly as  the  lessons.  Children  are  extremely  jealous 
of  their  intermissions  and  it  is  best  to  observe  them 
sacredly.  Second,  the  recesses  should  not  be  less  than 
fifteen  minutes  each  and  the  noon  intermission  a  full 
hour.  Third,  it  is  the  teacher's  province  and  duty 
to  see  that  the  entire  intermission  is  employed  to 
some  good  purpose  by  all  the  pupils.  As  a  rule,  in 
country  schools  it  is  wise  to  allow  boys  and  girls  to 
play  together.  However,  if  this  is  done,  the  teacher 
should  always  be  on  the  ground  and  would  better  join 
in  the  games.  The  little  ones  should  have  a  space  to 
themselves  and  their  proper  share  of  supervision. 

So  long  as  the  children  know  what  they  want  to 
play  and  all  take  part  with  zest,  the  teacher  need  offer 
no  suggestions ;  but  the  list  of  games  in  country  schools 


74  TEACHING  A   DISTRICT   SCHOOL 

is  often  quite  limited  and  they  weary  of  them.  In  such 
a  case,  the  pupils  will  be  delighted  if  the  teacher  pro- 
poses some  new  game  or  a  new  way  to  play  an  old 
one.  All  games  should  be  played  earnestly  and  vigor- 
ously, the  teacher  setting  the  example.  If  he  shows 
little  interest,  his  mood  will  be  caught  quickly  by  others 
and  all  usefulness  destroyed.  When  the  interest  lags, 
it  is  time  to  stop. 

Just  here  a  word  of  caution  may  be  uttered.  Boss- 
ing and  scolding  on  the  playground  should  be  strictly 
avoided.  The  teacher  should  take  note  of  any  mis- 
conduct, should  see  that  no  one  is  slighted  or  imposed 
upon  and  that  all  proper  relations  are  observed;  but 
any  unwarranted  instruction  will  be  resented.  Play  to 
be  enjoyed  must  be  free  and  untrammeled,  yet  free- 
dom is  not  license  to  wrongdoing.  The  tactful  teacher 
will  know  when  to  interfere  and  when  to  refrain.  If 
his  motives  are  right,  he  is  not  likely  to  commit  any 
serious  error. 

The  Noon  Hour. — This  is  valuable  in  that  its  length 
gives  an  opportunity  for  a  variety  of  exercises.  It  is 
delightful  when  the  luncheon  is  eaten  in  a  group  with 
the  teacher.  Plenty  of  time  should  be  taken  and  con- 
versation should  flow  easily  and  pleasantly.  The 
teacher  may  quietly  take  the  lead,  encouraging  others 
to  follow  and  using  tact' in  bringing  out  the  timid  ones. 
No  difficult  or  embarrassing  questions  should  be  pro- 
posed, nor  anything  unpleasant  allowed  to  mar  the 
happiness  of  the  occasion.  With  a  little  forethought 


PRACTICAL  TEACHING  75 

and  planning  it  can  be  made  the  most  cheerful  part  of 
the  day.  No  one  should  leave  the  group  without  ask- 
ing to  be  excused.  When  the  teacher  rises,  the  cere- 
mony is  over.  Thus  conducted,  the  art  of  conversation 
is  cultivated,  valuable  information  imparted  and  social 
courtesies  inculcated.*  Interesting  items  of  current 
news,  clever  stories  and  friendly  discussions  will  form 
a  sufficient  program  to  make  the  time  pass  quickly 
and  pleasantly.  A  song  or  short  reading  at  the  close 
will  often  be  fitting.  The  time  occupied  need  not  be 
more  than  twenty  minutes. 

Proper  Physical  Exercise. — A  good  half-hour  is  left 
for  play.  If  croquet,  tennis  and  basket-ball  could  be 
provided  in  country  schools,  it  would  be  an  excellent 
thing  and  there  seems  no  good  reason  why  they  should 
not  be.  The  cost  would  be  but  slight  and  far  out- 
weighed by  the  results.  These  games  cultivate  skill 
and  mental  alertness,  and  furnish  enough  physical 
exercise  without  the  severity  and  roughness  of  baseball 
and  football.  If  the  large  boys  prefer  baseball  to  all 
other  games,  there  is  no  serious  objection,  provided 
those  who  do  not  care  for  it  have  something  else  as 
good. 

The  recesses  being  short  may  be  occupied  with 
sharp  physical  exercise  games  such  as  running,  jump- 
ing, or  leapfrog  for  the  boys,  and  pull-away  or  drop- 
the-handkerchief  for  the  girls. 

Purely  mental  games  such  as  checkers,  chess,  inno- 
cent card  games,  as  Authors  or  History,  should  be 


76  TEACHING  A  DISTRICT  SCHOOL 

indulged  in  sparely,  not  because  they  are  harmful,  but 
because  they  do  not  furnish  physical  exercise.  If 
used  at  all,  they  should  be  reserved  for  bad  weather. 
Riddles,  conundrums  and  other  guessing  contests  are 
suitable  at  any  time  when  the  school  is  gathered  in  a 
quiet  circle.  Games  of  chance,. of  marbles  for  keeps 
and  all  that  lead  to  gambling,  if  they  show  any  signs  of 
appearing,  must  be  kindly  but  firmly  forbidden.  When 
playtime  is  over,  the  call  to  work  should  be  short  and 
sharp.  All  should  stop  at  the  first  tap  of  the  bell  and 
no  loitering  should  be  permitted. 

Longer  intermissions  for  the  little  ones  have  been 
provided  for  in  a  previous  chapter. 


CHAPTER  IV 
THE  SCHOOL  IN  PROGRESS 

i.  THOSE  WHO  Do  NOT  COME 

In  almost  every  country  district  there  are  pupils, 
sometimes  few,  but  too  often  many,  who  do  not  attend. 
They  are  of  school  age,  their  names  are  on  the  census 
roll,  their  apportionment  is  paid  by  the  state,  but  they 
do  not  present  themselves,  their  names  are  not  on  the 
teacher's  roll  and  all  the  advantages  of  the  school 
might  as  well  not  exist  so  far  as  they  are  concerned. 
When  one  visits  an  average  district  school  and  notes 
the  bright  faces  of  the  pupils,  their  eagerness  to  learn 
and  the  progress  they  are  evidently  making,  and  then 
considers  the  large  percentage  who  ought  to  be  there, 
but  are  not,  his  heart  goes  out  in  pity  for  the  absentees. 

The  Necessity  of  Investigation. — The  question  arises, 
what  is  the  teacher's  duty  in  such  cases  and  what 
should  be  his  method  of  procedure  ? 

There  may  be  a  few  who  are  properly  exempt.  Some 
may  have  finished  the  common-school  course  and 
should  not  attend  to  take  the  teacher's  time  with  higher 
studies.  Such  should  be  encouraged  to  go  to  a  more 
advanced  school.  Some  may  be  married  and  have 

77 


78  TEACHING  A  DISTRICT  SCHOOL 

home  duties  that  preclude  the  possibility  of  further 
schooling.  The  remainder  ought  to  be  in  attendance 
and  each  individual  case  should  be  thoroughly  inves- 
tigated. 

Causes  of  Chronic  Absence. — As  a  rule,  the  causes  for 
chronic  absence  may  be  classed  under  a  few  heads. 
The  first  and  most  prevailing  is  the  indifference  of 
parents.  None  are  so  blind  to  the  need  of  education 
as  the  ignorant.  People  who  are  devoid  of  learning 
usually  do  not  appreciate  its  advantages  for  either 
themselves  or  their  children.  These  should  be  awak- 
ened, aroused  and  interested  by  any  and  every  reason- 
able means.  They  should  be  shown  that  they  are  de- 
priving their  children  of  their  most  precious  heritage, 
and  of  that  which  rightly  belongs  to  them.  Appeals 
should  be  made  also  to  the  children.  If  they  can  be  so 
aroused  that  they  will  clamor  to  come,  the  parents  are 
not  likely  to  hold  out  against  them. 

Factional  strife  is  another  cause  almost  as  prevalent 
as  the  first  and  more  difficult  to  overcome.  Neighbor- 
hood quarrels  arising  from  jealousy,  desire  to  rule, 
fancied  slights  or  what  not,  are  often  waged  bitterly 
for  years,  and  where  they  exist,  it  needs  but  a  slight 
excuse  to  keep  the  children  out.  "A"  will  not  send 
his  children,  because  in  his  opinion  a  mistake  was  made 
in  the  selection  of  the  teacher.  His  daughter,  son  or 
nephew  would  have  been  much  better.  "B"  keeps 
his  children  out,  because  "C's"  are  better  dressed  and 
put  on  airs.  "D"  imagines  the  teacher  is  partial,  and 


THE   SCHOOL  IN  PROGRESS  79 

has  a  "pick"  at  his  little  ones  and  will  not  give  them 
a  fair  chance  to  learn,  and  so  on. 

It  requires  patience,  tact  and  love  to  adjust  these 
fancied  wrongs,  for  such  they  usually  are,  but  with 
perseverance  the  wise  teacher  may  hope  to  succeed. 
He  must  be  extremely  careful  not  to  appear  to  take 
either  side,  nor  to  show  favor  to  one  more  than  to 
another.  He  must  not  praise  "A's"  children  in  the 
presence  of  "B."  He  must  be  equally  friendly  to  all 
with  malice  toward  none. 

A  third  cause  lies  in  the  children  themselves.  Sur* 
rounded  by  unlearned  people,  they  have  no  way  of 
knowing  the  value  of  an  education.  The  parents  would 
like  to  have  their  children  taught,  but  do  not  know 
how  to  inspire  them.  The  atmosphere  in  cultured 
homes  is  a  constant  inducement  to  the  children  to  get 
knowledge,  but  where  ignorance  abounds  there  is  no 
such  incentive,  and  as  the  stream  cannot  rise  above 
its  source,  these  children  will  not  have  an  ambition 
to  rise,  unless  some  outside  pressure  be  brought  to  bear 
upon  them.  Here  is  the  teacher's  opportunity. 

The  Best  Remedy. — But  whatever  the  causes,  let  it 
be  borne  in  mind  that  the  best  remedy,  the  greatest 
inducement,  is  an  excellent  school;  one  wherein  is  a 
live  teacher,  efficient,  eager  to  grasp  every  opportunity, 
and  in  love  with  his  work;  where  the  pupils  delight  in 
their  tasks  and  are  happy  and  contented.  Such  a 
school  has  a  positive  ring  about  it  that  commands  re- 
spect. It  has  an  attraction  that  will  draw  like  a  magnet. 


8o  TEACHING  A  DISTRICT  SCHOOL 

School  Attendance  an  Obligation. — Yet  the  live  teacher 
will  not  be  content  to  work  simply  within  the  walls 
of  his  schoolroom.  Before  the  term  begins,  he  will 
do  all  he  can  to  advertise  it,  to  awaken  interest,  to 
inspire  his  patrons'  confidence  in  his  own  efficiency. 
He  will  impress  it  upon  the  district  that  the  school  is 
not  for  a  few  but  for  all;  that  provisions  have  been 
made  at  great  pains  and  expense  for  the  education  of 
every  child,  and  that  the  county,  the  state  and  the 
nation  expect  him  to  make  good  use  of  it.  It  is  like 
a  precious  legacy  left  by  a  loving  friend  in  his  last  will 
and  testament,  which  to  refuse  is  to  insult  the  giver. 
It  is  the  highest  loyalty  to  do  what  is  expected  of  us. 
If  parents,  therefore,  would  be  strictly  loyal,  they  must 
send  their  children  to  school.  The  law  requires  it  and 
it  is  the  nation's  greatest  safeguard. 

Ways  of  Winning  Parents  and  Children. — After  the 
school  is  organized  and  well  under  way,  the  teacher 
will  look  over  the  census  roll  to  see  if  any  have  not 
entered.  He  will  make  a  list  of  the  absent  ones  and 
inquire  about  them.  He  will  ask  the  other  children 
to  urge  them  to  come.  He  will  visit  the  families,  talk 
with  the  parents,  make  friends  of  the  children  and 
cause  them  to  feel  easy  in  his  presence.  He  will  carry 
brightness  into  cheerless  homes  and  thus  by  showing 
a  real  interest  in  their  welfare  will  win  both  the  parents 
and  the  children. 

Lastly,  he  will  have  public  exercises  at  not  too  great 
intervals.  The  parents  need  instruction  as  well  as  the 


THE   SCHOOL  IN  PROGRESS  8 1 

children,  and  they  are  not  too  old  to  learn.  The  school 
should  be  the  center  of  attraction  for  the  whole  neigh- 
borhood and  any  patron  or  friend  should  be  wel- 
come at  any  time,  but  lest  the  privilege  should  be 
neglected,  these  special  occasions  are  made.  Sugges- 
tions as  to  plan  and  method  are  found  in  another 
chapter. 

2.  TARDINESS 

This  is  a  sore  spot  in  many  a  teacher's  life.  Pupils 
come  straggling  in  all  the  way  from  nine  o'clock  till 
noon.  No  satisfactory  results  can  be  achieved  under 
such  conditions.  Causes  must  be  discovered  and 
remedies  applied. 

Causes  of  Tardiness. — These  are  laziness,  thought- 
lessness and  bad  judgment.  The  first  is  the  worst  be- 
cause the  hardest  to  cure.  Fortunately  it  is  not  very 
prevalent,  and  the  writer,  at  least,  believes  it  is  not  in- 
herited, but  may  -be  acquired.  Like  everything  else 
good  or  bad,  it  is  catching.  If  parents  are  afflicted  with 
it,  the  children  will  catch  it  from  them. 

How  Laziness  Should  Be  Treated. — When  laziness  is 
plainly  evident,  as  occasionally  happens,  it  may  be 
made  the  subject  of  a  general  talk  in  which  the  evil 
results  and  the  sin  of  it  are  clearly  pointed  out.  The 
writer  recalls,  when  a  boy,  reading  a  sentence  like  this: 
"A  lazy  boy  makes  a  lazy  man  just  as  surely  as  a 
crooked  sapling  makes  a  crooked  tree."  It  made  a 
deep  impression  upon  him  and  he  has  since  used  it  to 

Dist.  School — 6 


82  TEACHING   A  DISTRICT  SCHOOL 

good  effect  upon  school-children.  It  leaves  so  little 
room  for  doubt  that  it  is  really  alarming.  Still  a 
crooked  tree,  if  taken  young  enough,  can  be  straight- 
ened; and  likewise  the  lazy  boy,  if  taken  in  time,  can 
be  cured. 

The  general  talk  will  make  public  sentiment  and 
form  a  basis  for  personal  application,  kindly  made  in 
private,  just  where  it  is  needed.  The  children  may  be 
told  to  coax  their  parents  to  call  them  earlier  and  let 
them  have  their  breakfast  in  order  to  be  at  school  on 
time.  If  all  such  means  fail,  severer  measures  may  be 
resorted  to.  The  writer  once  visited  a  school  of  second- 
grade  pupils  in  the  early  morning.  While  the  opening 
exercises  were  in  progress,  two  children  entered  and 
stopped  just  inside  the  door.  Instantly  the  whole 
school  broke  into  a  song  on  the  evils  of  tardiness, 
directing  their  words  to  the  two  culprits  who  stood 
looking  very  much  embarrassed  and  ashamed.  The 
teacher  told  us  she  was  compelled  to  resort  to  this 
method  and  that  it  was  working  most  effectively. 

The  Evil  of  Thoughtlessness. — Some  parents,  although 
not  lazy,  are  easy  and  indulgent  and  give  but  little 
attention  as  to  whether  or  not  the  children  meet  their 
obligations.  These  are  the  thoughtless  ones.  While 
in  a  general  way  believing  in  an  education,  they  do 
not  appreciate  the  value  of  discipline  nor  realize  how 
fatal  to  success  is  the  habit  of  tardiness.  Such  people 
need  to  have  their  attention  called  to  the  fact  that 
the  most  valuable  part  of  an  education  is  not  the  knowl- 


THE  SCHOOL  IN  PROGRESS  83 

edge  derived  from  books,  but  the  forming  of  correct  habits. 
Knowledge,  although  essential,  is  not  sufficient.  A 
man  may  have  all  the  knowledge  that  a  human  being 
can  acquire  and  yet  be  a  failure.  A  well-ordered  life 
is  as  essential  as  learning. 

The  Consequences  of  Bad  Judgment. — The  third  class 
are  those  who  are  afflicted  with  bad  judgment,  who 
imagine  that  an  hour  more  or  less  off  the  school  day 
is  of  trifling  importance.  They  make  the  children  do 
chores  and  run  errands  and  keep  them  going  "hot 
foot"  until,  when  they  reach  school,  their  energy  is 
spent  and  the  best  part  of  the  day  lost.  They  have  no 
conception  of  the  value  of  a  child's  time  other  than 
for  physical  labor.  They  do  not  stop  to  reflect  that  the 
foundation-laying  period  is  the  most  precious  part  of 
life,  because  upon  it  the  child's  future  usefulness  de- 
pends. Herein  lies  their  error.  The  sad  part  of  it  is 
that  the  bulk  of  the  loss  falls  upon  the  children,  who 
can  never  recover  lost  time  and  lost  opportunity,  and 
upon  the  country,  which  can  never  receive  the  trained 
service  it  had  provided  for. 

The  First  Tardiness. — The  best  time  to  cure  an  evil 
is  at  its  beginning.  When  the  first  tardiness  occurs, 
make  much  of  it.  It  is  an  important  matter  and  de- 
serves particular  attention.  With  kindly  solicitude  in- 
quire very  carefully  into  the  cause.  Express  deep 
regret  that  it  should  have  happened  and  pass  righteous 
judgment  on  the  cause,  if  in  your  opinion  it  was  not 
sufficient.  Make  the  offender  feel  that  it  is  not  a  mat- 


84  TEACHING  A  DISTRICT  SCHOOL 

ter  of  little  or  no  importance,  but  that  it  is  a  serious 
thing.  The  schools  of  the  country  are  of  as  great  im- 
portance as  the  army  and  a  greater  safeguard  to  the 
nation.  A  soldier  must  report  for  duty  unless  unable 
to  do  so.  A  pupil  is  under  as  great  obligation  to  the 
school.  It  is  his  duty  to  be  there  regularly  and  on  time. 
If  the  first  case  is  thus  treated,  it  will  make  a  deep 
impression  upon  the  whole  school  and  if  followed  up 
persistently  for  a  few  weeks  the  evil  will  be  stamped 
out. 

3.  IRREGULARITY  OF  ATTENDANCE 

The  causes  of  tardiness  are  equally  applicable  to 
much  of  the  irregularity  of  attendance,  although  at 
times  there  are  good  and  sufficient  reasons  for  deten- 
tion at  home.  Sickness,  bad  roads,  inclement  weather 
are  some  of  them.  No  blame  attaches  to  any  one  when 
such  is  the  case,  but  still  it  must  be  remembered  that 
the  loss  is  just  as  great  as  when  the  reason  is  a  trivial 
one.  The  difference  is  that  the  one  deserves  pity  and 
the  other  blame. 

Those  Unavoidably  Detained. — The  treatment  of  these 
unfortunates  should  be  very  different  from  that  of  the 
others  who  willfully  remain  away.  All  that  is  possible 
should  be  done  to  enable  them  to  keep  up  their  studies. 
The  teacher  should  see  to  it  that  they  have  their  books 
so  they  may  study  at  home.  The  lessons  of  each  day, 
with  such  instructions  as  are  necessary,  should  be  sent 
them.  If  he  can  call  in  the  evening  and  render  per- 


THE   SCHOOL  IN  PROGRESS  85 

sonal  aid,  he  will  be  doing  a  righteous  act  and  his 
sacrifice  is  almost  certain  to  be  repaid  with  abundant 
gratitude. 

The  First  Absence. — This  should  be  dealt  with  in  sim- 
ilar fashion  as  the  first  tardiness.  If,  upon  careful  in- 
vestigation, the  teacher  finds  it  unavoidable,  then  he 
can  only  express  his  regret  and  assist  the  pupil  in 
every  way  possible  to  recover  the  lost  ground.  But  the 
school  must  be  made  to  feel  that  the  mark  of  his  dis- 
approval is  set  upon  any  willful  or  unnecessary  absence 
or  tardiness. 

The  Teacher's  Obligation. — There  is  one  further  sug- 
gestion. Teachers  sometimes  lay  all  blame  for  such 
delinquencies  upon  the  parents  and  give  themselves 
but  little  concern  in  regard  to  it.  This  is  entirely 
wrong.  The  teacher  furnishes  the  only  opportun- 
ity these  children  can  have  to  correct  deficiencies 
in  the  home  government.  If  he  fails  to  do  his  part, 
they  may  never  have  a  chance  to  form  right  habits. 
On  the  other  hand,  if,  without  saying  anything  derog- 
atory to  the  parents,  he  will  hold  every  one  to  a  strict 
observance  of  his  obligations,  he  will  have  a  clear 
conscience  and  his  pupils  will  "  rise  up  and  call  him 
blessed." 

4.  THE  SCHOOLHOUSE  AND  ITS  SURROUNDINGS 

The  Need  of  Daily  Attention. — Part  of  our  "previous 
preparations,"  set  forth  in  an  early  chapter,  consisted 


86  TEACHING  A  DISTRICT  SCHOOL 

in  putting  the  house  and  grounds  in  as  good  order 
and  making  everything  look  as  shipshape  as  possible. 
Granting  that  this  has  been  done,  it  must  not  be  sup- 
posed that  such  a  condition  will  remain  long  without 
attention.  Something  will  need  to  be  done  every  day 
to  preserve  order  that  has  once  been  brought  about. 
Bits  of  paper  strewn  about  the  grounds  should  be  picked 
up;  pupils  will  soon  learn  to  do  this  if  the  teacher  sets 
the  example.  All  litter  of  every  sort  should  be  kept 
out  of  the  way  so  that  the  playground  may  always  be 
clean  and  neat. 

The  Matter  of  Repairs. — If  there  is  a  broken  window- 
pane,  a  door  working  badly,  or  a  crippled  desk,  it  ought 
to  receive  attention  at  once.  If  such  a  thing  is  allowed 
to  go  unnoticed,  it  teaches  a  powerful  lesson  in  care- 
lessness that  will  be  hard  to  eradicate.  If,  on  the  other 
hand,  all  repairs  are  attended  to  promptly,  it  will  be 
an  equally  great  lesson  in  the  right  direction.  If  a 
thing  is  needed  that  is  beyond  the  teacher  and  pupils, 
the  proper  member  of  the  board  should  be  notified  and 
urged  to  give  it  his  immediate  attention. 

Making  Improvements. — In  some  cases  the  teacher 
may  find  it  necessary  to  buy  window  curtains  and 
perhaps  even  sash  and  glass,  for  there  are  districts 
so  negligent  that  such  articles  can  be  obtained  in  no 
other  way.  If  he  must  do  this,  it  should  be  after  he 
has  asked  the  board  to  furnish  them  and  been  refused, 
and  with  the  distinct  understanding  that  the  furnish- 
ings so  purchased  are  his  property  and  may  be  re- 


THE  SCHOOL  IN  PROGRESS  87 

moved  at  the  end  of  the  term.  Then,  unless  the  dis- 
trict pay  for  them,  they  should  be  removed.  They 
would  be  neither  appreciated  nor  protected  if  be- 
stowed outright.  An  object  lesson  like  this  will  do 
much  toward  bringing  the  people  of  the  district  to  a 
sense  of  their  duty. 

Some  schoolhouses  have  no  place  except  the  floor 
for  the  dinner  pails.  Teacher  and  pupils  should  con- 
struct neat  shelves  for  their  accommodation.  Hooks 
also  should  be  provided  for  the  hats  and  cloaks.  Every 
such  thing  directed  by  the  teacher  and  done  by  the 
pupils  will  furnish  a  better  lesson  and  make  a  more 
lasting  impression  than  almost  any  that  can  be  found 
in  the  books.  Every  part  of  the  room,  walls  as  well 
as  floor,  should  be  kept  clean.  Decorations  should  be 
taken  down  as  they  grow  old  and  dingy  or  as  soon  as 
they  have  served  their  purpose,  and  other  designs  put 
in  their  places.  Bright  touches  of  flowers  and  leaves 
from  time  to  time  add  to  the  cheer  of  the  school.  ' 

Sanitary  Conditions. — The  surroundings  of  the  school- 
house  must  be  looked  after.  The  well  may  need  clean- 
ing. Impure  water  is  a  common  source  of  sickness. 
Does  surface  water  get  into  the  well?  If  so,  it  must 
be  prevented.  The  wall  must  be  built  up  about  the 
mouth  of  the  well  and  all  surface  water  drained  away. 
The  casing  should  be  tight  so  that  no  frog  or  rat  or 
rabbit  can  get  in.  It  should  be  kept  covered  to  prevent 
leaves  or  other  floating  matter  from  dropping  in. 

Are  there  any  stagnant  pools  near?    If  so,  they  are 


88  TEACHING  A  DISTRICT  SCHOOL 

a  menace  to  health.  They  should  be  drained  or  filled 
up.  Is  there  any  decaying  vegetation  about?  It  is 
probably  more  dangerous  than  the  stagnant  pools; 
every  bit  of  it  should  be  gathered  up  and  burned. 

The  closets  should  be  as  far  from  the  well  as  possi- 
ble, should  have  deep  vaults  and  should  be  disinfected 
with  ashes  every  day  if  convenient,  but  certainly  once  a 
week.  Lime  is  the  ideal  disinfectant,  but  it  is  not 
always  obtainable.  Chloride  of  lime  may  be  bought 
cheaply  at  drug  stores. . 

5.  GOOD-WILL  AMONG  PUPILS 

The  successful  disciplinarian  is  not  content  with  obe- 
dience unless  it  is  cheerfully  and  willingly  rendered. 
A  sullen  and  forced  obedience  is  better  than  none, 
but  it  is  far  from  satisfactory.  Not  only  must  good 
order  be  maintained,  but  the  pupils  must  be  kept  in 
good  humor.  A  happy  frame  of  mind  is  essential 
to  the  best  results.  Pupils  must  be  in  good  mind 
toward  each  other  as  well  as  toward  the  teacher. 
Strife,  envy,  jealousy,  bitterness  will  almost  if  not  quite 
ruin  a  school.  Such  feelings  are  not  uncommon  in 
country  schools  and  always  work  to  the  detriment  of 
all  concerned. 

Equality  of  Treatment. — The  best  remedy  is  to  treat 
all  with  the  same  unfailing  respect  and  courtesy. 
The  poor  and  the  ill-clad  may  be  as  sensitive  to  kind- 
ness and  to  courtesy  as  any,  but  whether  they  are  or 


THE   SCHOOL  IN  PROGRESS  89 

not,  they  should  receive  only  the  best  possible  treat- 
ment. 

Exercises  in  Unison. — The  next  best  way  to  produce 
harmony  is  to  have  all  pupils  engage  in  the  same  ex- 
ercise. At  least  twice  a  day  they  should  join  in  a  song. 
A  few  verses  of  Scripture  may  be  read  responsively  with 
the  teacher,  followed  by  the  Lord's  Prayer  in  concert. 
Some  of  the  regular  exercises  of  the  school  are  better 
done  in  unison.  Writing  and  drawing  are  examples. 
A  story  read  or  told  by  the  teacher,  one  that  appeals  to 
all  alike,  of  patriotism,  brotherly  kindness  or  sacrifice 
for  others  will  do  much  toward  uniting  the  school  in 
good  fellowship.  A  free  and  open  discussion  is  often 
conducive  to  the  general  good  feeling,  but  the  teacher 
must  guard  against  personal  or  acrimonious  remarks. 

Adjusting  Ill-feeling. — If  there  is  any  deep-seated  ani- 
mosity that  cannot  be  reached  by  such  means  as  the 
above,  then  the  teacher  must  take  hold  of  it  with  the 
persons  concerned  and  try  to  effect  a  reconciliation. 
Point  out  the  folly  of  holding  enmity  and  spite,  and 
urge  them  to  forget  all  past  differences  and  be  friends. 

It  will  not  do  for  the  teacher  to  form  the  habit  of 
listening  to  tales  of  mistreatment  told  by  either  side; 
if  he  must  listen,  let  it  be  without  comment,  and  par- 
ticularly let  him  not  be  led  into  committing  himself  as 
to  whether  the  alleged  actions  of  any  one  were  good  or 
bad.  He  must  stick  to  the  point  that  no  matter  how 
disagreeable  matters  were  in  the  past,  they  should  now 
be  forgotten  and  a  new  start  made.  Emphasize  the 


90  TEACHING  A  DISTRICT  SCHOOL 

fact  that  it  is  noble  to  forgive  and  that  he  who  forgives 
most  acts  the  noblest. 

If  any  teacher  finds  a  feud  or  quarrel  too  deep  and 
bitter  for  present  reconciliation,  that  there  are  two 
such  families  or  sets  of  families  in  his  district  and 
that  the  enmity  of  the  parents  has  been  handed  down 
to  the  children  on  either  side,  then  his  best  plan  will 
be  to  ignore  it  so  long  as  peace  reigns.  If  strife  shows 
signs  of  breaking  out,  he  will  have  to  take  the  matter 
firmly  in  hand.  He  should  determine  who  are  the 
leaders  and  without  in  the  least  taking  sides,  tell  them 
that  peace  must  be  maintained.  If  they  cannot  be 
friends,  they  must  treat  each  other  with  the  respect 
due  enemies  in  a  place  where  fighting  is  out  of  the 
question.  Let  each  side  give  half  the  road  and  let 
there  be  no  communication  nor  cause  of  offense.  In 
this  way  strife  may  be  avoided  until  the  flame  of  hatred 
has  a  chance  to  die  down. 

The  extremes  of  happiness  and  misery  are  bound 
in  this  one  matter  of  good  or  ill  will.  Where  harmony 
reigns,  there  is  delight;  where  discord  prevails,  there 
can  be  no  pleasure.  A  happy,  cheerful,  forgiving  dis- 
position on  the  part  of  the  teacher  will  almost  insure 
a  pleasant  school.  His  spirit  of  good  will  will  be 
caught  by  all  and  its  enjoyment  once  realized  will  be 
easily  retained.  If  clouds  appear,  a  funny  story  or  a 
few  jokes  may  dispel  them.  When  the  barometer- of 
one's  feelings  is  low,  there  is  nothing  like  laughter  to 
shake  it  up. 


THE  SCHOOL  IN  PROGRESS  pi 

6.  THE  CARE  OF  THE  CHILDREN'S  HEALTH — GYM- 
NASTICS 

The  Teacher's  Responsibility. — So  important  a  matter 
as  the  health  of  the  children  must  not  be  overlooked. 
A  teacher  is  not  expected  to  know  as  much,  or  to  have 
as  much  skill  as  a  physician,  but  he  should  know  a 
few  simple  things  about  the  care  of  the  body  and  have 
skill  enough  to  bind  up  a  cut  or  treat  a  burn.  Coughs 
and  col'ds  are  common,  but  should  not  be  neglected. 
They  are  usually  caused  by  foul  air,  wet  feet,  or  sitting 
in  an  exposed  place  after  vigorous  exercise.  Children 
have  but  little  judgment  in  avoiding  colds.  The 
teacher  must  shoulder  the  responsibility  and  use  his 
wits  and  his  authority  for  their  protection.  A  wise 
teacher  is  as  careful  of  his  school  as  a  mother  hen 
of  her  brood.  He  must  see  that  they  are  not  unduly 
exposed  to  wet  and  cold  on  the  playground,  not  al- 
lowed to  sit  in  draughts  or  with  wet  stockings  in  the 
schoolroom,  that  they  are  well  wrapped  and  have  coats 
buttoned  and  shawls  pinned  before  leaving  the  school- 
house  when  the  weather  is  inclement. 

Contagious  Diseases. — These  also  are  to  be  guarded 
against.  If  a  child  shows  signs  of  any  of  the  common 
diseases,  such  as  measles,  whooping  cough  or  mumps, 
he  should  be  kept  at  home.  If  it  is  a  false  alarm,  he 
may  return  as  soon  as  it  is  so  discovered.  If  it  is  a 
real  case,  all  care  should  be  taken  to  keep  it  from 
spreading  and  he  should  not  return  until  a  physician 


Q2  TEACHING  A  DISTRICT  SCHOOL 

has  passed  upon  it  and  has  seen  that  needful  precau- 
tions in  the  way  of  fumigating  have  been  attended 
to. 

Of  all  the  diseases  in  this  climate,  typhoid  jever  is 
perhaps  the  most  to  be  dreaded.  Physicians  are 
practically  agreed  that  it  comes  from  infected  wells, 
or  pools,  or  streams,  and  unless  care  is  exercised,  one 
person  may  take  it  from  another.  The  teacher,  be- 
cause of  his  position  as  instructor,  may  warn  the  pupils 
and  through  them  the  parents,  to  exercise  the  greatest 
care  in  regard  to  the  drinking  water.  They  should 
be  instructed  to  keep  surface  water  out  of  their  wells, 
to  see  that  cisterns  are  filtered  and  kept  clean  and  not 
to  use  any  stagnant  water  for  drinking  or  cooking.  If 
any  one  takes  the  disease,  the  best  physician  available 
should  be  employed  and  the  persons  in  charge  should 
know  that  the  main  thing  in  a  typhoid  fever  case  is 
careful  nursing' under  the  direction  of  the  physician. 

How  to  Keep  Well. — The  best  safeguard  against  mal- 
adies of  every  sort  is  to  be  in  a  good  state  of  health 
continually.  We  can  keep  ourselves  well  and  strong 
if  we  will  only  obey  the  laws  of  health.  Here  is  where 
the  teacher's  duty  comes  in.  Health  is  of  the  first 
importance  and  whatever  can  be  done  to  promote  the 
health  of  the  children,  in  particular,  and  the  neighbor- 
hood in  general,  is  clearly  his  work.  Whatever  power 
the  teacher  has  to  better  the  conditions  for  healthful- 
ness,  just  to  that  extent  is  he  responsible  for  the  neigh- 
borhood. That  this  duty  may  be  discharged,  he  should 


THE   SCHOOL  IN   PROGRESS  93 

among  other  things  drill  the  pupils  thoroughly  in  the 
following  simple  rules  of  health: 

The  First  Rule  of  Health. — The  first  rule  is  KEEP 
CLEAN.  This  means  far  more  than  keeping  the  body 
clean,  though  it  certainly  includes  that.  It  means  clean 
surroundings,  and  that  means  clean  rooms,  clean  beds, 
clean  food,  clean  utensils  of  every  sort,  clean  drinking 
water,  clean  yards  and  clean  fields.  It  means  that  no 
vegetable  or  animal  matter  must  be  left  to  decay  in 
heaps  to  poison  the  air.  Piles  of  weeds  rotting,  old 
boards  decaying,  old  shoes  or  old  clothes  thrown  out, 
all  these  and  similar  things  are  filth  and  should  be 
burned.  Dirt  is  "  matter  out  of  place,"  and  according 
to  that  definition  everything  that  has  not  use  or  beauty, 
or  that  is  not  growing  into  use  or  beauty,  is  dirt.  Clean- 
liness means  that  all  vermin  must  be  kept  away.  Rats, 
mice  and  every  other  kind  of  vermin  create  filth  and 
carry  contagion  and  are  a  menace  to  health.  If  we 
would  be  clean,  we  must  be  free  from  them.  Manure 
heaps  must  not  be  allowed  to  gather  near  the  house  nor 
be  left  unprotected  anywhere.  Boards  of  health  com- 
pel city-dwellers  to  keep  their  premises  clean,  but 
people  living  in  the  country  are  often  careless  and 
disease  and  death  result. 

Filthy  cellars  are  a  common  source  of  disease. 
Potatoes  and  other  vegetables  are  allowed  to  rot  in 
heaps,  mold  grows  riotously  in  dark,  damp  corners 
and  the  air  is  polluted.  Such  places  are  the  natural 
breeding  grounds  of  disease  germs.  The  only  safe  thing 


94  TEACHING  A   DISTRICT   SCHOOL 

is  to  keep  out  every  vestige  of  dirt,  to  see  that  the  cel- 
lar is  thoroughly  aired  and  as  dry  as  any  other  part 
of  the  house.  Unless  it  can  be  so,  it  is  better  not  to 
have  any  cellar. 

Personal  cleanliness  is  an  art  that  is  acquired  by  in- 
struction and  practice,  until  it  becomes  a  habit  of  life 
as  necessary  to  comfort  and  happiness  as  food  and  air. 
It  is  not  inherited.  Children  must  be  taught  to  keep 
clean  hands  and  faces,  to  bathe  regularly,  to  keep 
foreign  substances  from  the  finger  nails,  to  remove 
particles  of  food  from  between  the  teeth,  lest  by  de- 
caying there  they  rot  the  teeth,  cause  bad  breath  and 
endanger  the  health.  The  wise  and  tactful  teacher 
will  find  plenty  to  do  in  inculcating  this  rule  of  cleanli- 
ness and  seeing  that  it  is  observed  by  himself  and 
pupils. 

The  Second  Rule  of  Health. — The  second  rule  is,  EAT 
GOOD  FOOD  AT  REGULAR  INTERVALS.  Everybody 
knows  the  importance  of  this,  that  it  is  absolutely  es- 
sential to  life,  but  in  respect  to  kinds  and  value  of  foods, 
and  right  and  wrong  ways  of  eating,  few  people  give 
the  subject  the  attention  it  deserves.  Some  of  the  ad- 
vanced schools  of  our  country  are  devoting  much  time 
and  thought  to  it,  but  the  district  teacher  cannot  and 
need  not  undertake  anything  very  difficult.  He  can 
and  should,  however,  call  attention  to  some  of  the  com- 
mon faults  and  give  useful  instruction  in  regard  to 
eating. 

First,  the  teacher  may  have  some  discussion  on  the 


THE   SCHOOL  IN  PROGRESS  95 

kinds  of  food.  Let  the  main  divisions  be  brought  out. 
It  will  be  seen  that  there  are  four:  grains,  meats,  fruits 
and  vegetables.  Each  one  of  these  main  divisions  may 
be  discussed  separately.  The  principal  grains  are 
wheat,  corn,  rye,  oats,  barley  and  rice.  Much  inter- 
esting information  may  be  brought  out  concerning 
these,  as  to  where  they  grow  most  abundantly,  where 
each  is  the  chief  food,  their  desirability,  cost  and  so 
on.  The  form  in  which  these  grains  should  be  eaten 
may  furnish  a  topic  for  a  lesson.  This  will  lead  to  the 
ways  of  cooking,  such  as  boiling,  baking  and  frying. 

At  the  close  of  the  discussion,  sum  up  and  emphasize 
the  principal  thoughts  that  have  been  brought  out 
something  as  follows: 

(1)  All  the  grains  above  named  are  excellent  food 
because  they  contain  in  large  quantities  the  properties 
required  for  the  nourishment  of  the  body. 

(2)  Some  grow  best  in  certain  parts  of  the  world, 
others  in  other  parts.    Where  any  one  grows  in  great 
abundance,  it  forms  the  chief  grain  food  of  the  people 
in  that  section.    The  liking  for  one  or  another  depends 
upon  one's  bringing  up,  that  is,  upon  usage. 

(3)  Before  any  of  these  grains  are  eaten,  they  should 
be  properly  prepared  and  cooked,  so  as  to  retain  their 
nourishing  qualities. 

(4)  They  should  not  form  one's  sole  diet,  because 
they  do  not  contain  all  the  kinds  of  food  that  the  body 
requires. 

Meats,  fruits  and  vegetables  may  each  be  treated 


96  TEACHING  A  DISTRICT  SCHOOL 

in  the  same  manner.  To  these  four  principal  kinds  of 
food  there  may  be  added  the  condiments,  such  as  salt, 
pepper  and  spices;  also  drinks,  such  as  coffee  and  tea. 

Second,  having  given  useful  instruction  in  regard  to 
the  kinds  of  food,  it  will  now  be  in  order  to  consider  Us 
preparation  and  the  manner  of  serving  it.  It  will  be 
wisest  to  have  this  instruction  take  the  form  of  dis- 
cussion, and  by  encouragement  and  skillful  questioning 
have  the  important  things  said  by  the  pupils  rather 
than  by  the  teacher.  Then,  if  some  things  touch  the 
home  life,  it  will  not  be  resented  to  the  injury  of  the 
teacher's  influence. 

Third,  we  may  take  up  the  times  and  ways  of  eating 
and  the  amount  required  for  different  people  at  different 
times.  As  to  times  of  eating,  Nature  says  eat  when 
you  are  hungry,  but  here  we  cannot  always  obey 
Nature.  Civilization  demands  that  meals  be  served 
at  regular  times  and  our  appetites  must  accommodate 
themselves  to  the  custom.  Still  some  consideration 
must  be  given  to  Nature,  especially  in  the  case  of 
growing  children.  They  may  need  food  oftener  than 
grown  people  and  so  may  eat  some  light  lunch  at  proper 
intervals  between  meals. 

As  to  the  ways  of  eating,  we  must  conform  to  the 
customs  of  society.  If  we  do  not,  we  shall  be  ac- 
counted queer  or  perhaps  worse.  If  the  custom  of 
society  is  to  eat  with  a  fork,  and  drink  from  a  spoon 
or  from  a  cup  rather  than  from  a  saucer,  it  is  better 
to  yield  to  these  demands  than  to  be  the  occasion  of 


THE  SCHOOL  IN  PROGRESS  97 

notice  and  remark  and  the  embarrassment  of  our 
friends.  Real  politeness,  however,  does  not  depend 
upon  forms  of  etiquette.  Politeness  is  of  the  heart  and 
mind  and  may  have  the  true  ring  and  yet  be  ignorant 
of  outward  forms.  Real  politeness  is  to  be  considerate 
of  others.  Hence  we  must  avoid  giving  offense  by 
eating  noisily  with  our  lips,  or  reaching  across  the  table 
or  talking  more  than  our  share.  Careful  observation  of 
polite  people  will  soon  teach  us  the  proper  forms. 

The  Third  Rule  of  Health. — Let  the  third  rule  be, 
BREATHE  PURE  AIR.  Almost  enough  was  said  on  this 
subject  under  the  topic  of  cleanliness,  where  instruc- 
tion was  given  concerning  the  wisdom  of  keeping  our 
surroundings  free  from  impure  and  noxious  gases  that 
arise  from  stagnant  pools  or  decaying  matter.  There 
remain  two  things  worthy  of  notice,  namely,  school- 
rooms, churches,  etc.,  and  sleeping  rooms. 

Teachers  should  see  to  it  that  their  schoolrooms  are 
well  ventilated.  The  air  in  a  schoolroom  is  never  pure 
enough,  unless  it  is  as  pure  as  the  air  outdoors.  That 
is  the  last  measure  of  purity  and  is  the  only  one  we 
should  accept. 

Sleeping  rooms  are  often  poorly  ventilated  and  from 
this  cause  arise  coughs,  colds,  catarrh,  weak  lungs, 
impure  blood,  pale  faces,  consumption  and  death. 
Here  again  the  only  test  is  the  outdoor  air.  If,  upon 
going  out  of  a  sleeping  room  in  the  morning  and  re- 
entering  it,  there  is  a  stifling  sensation  or  unpleasant 
odor,  it  is  the  signal  of  danger. 

Dist.  School— 7 


98  TEACHING  A  DISTRICT  SCHOOL 

Some  of  our  large  cities  now  have  consumption 
hospitals  where  the  patients  are  made  to  live  in  the 
open  air  day  and  night,  whether  hot  or  cold.  By  this 
treatment  victims  who  are  well  along  with  the  disease 
recover.  It  is  known  as  the  fresh  air  cure,  medicines 
having  nothing  to  do  with  it.  Physicians  say  it  is  im- 
possible to  take  consumption  in  pure  air. 

It  is  agreed  also  that  tuberculosis  (consumption)  is 
not  inherited,  but  is  catching.  A  weak  body,  and  low 
vitality  may  be  inherited.  Weak  and  sickly  parents 
produce  weak  and  sickly  children.  Such  have  feeble 
powers  of  resistance  and  so  contract  the  first  disease 
to  which  they  are  exposed.  This  happens  to  be  con- 
sumption as  often  as  any  other,  and  thus  it  was  sup- 
posed that  the  disease  was  inherited.  A  vigorous,  out- 
door life  with  an  abundance  of  good  food  and  sunshine 
is  the  only  safeguard. 

One  consumptive  patient  poorly  cared  for  may  infect 
a  whole  family  or  even  a  whole  neighborhood.  The 
person  afflicted  perhaps  expectorates  anywhere,  the  ex- 
pectoration dries  up  and  leaves  the  germs  of  the  disease 
to  float  in  the  air  or  to  be  washed  into  the  streams  to 
pollute  wells  and  cisterns.  The  expectoration  of  a 
sick  person  should  be  upon  cloths  or  other  matter  that 
may  be  burned  up  as  fast  as  it  accumulates.  All  ex- 
cretions that  come  from  the  body  of  a  diseased  person 
should  be  either  burned  or  buried.  By  so  doing  the  air 
is  kept  pure  and  life  is  protected. 

Churches  that  are  kept  tightly  closed  from  week  to 


THE   SCHOOL  IN   PROGRESS  99 

week  are  dangerous.  Darkness  and  foul  air  afford  the 
best  breeding  places  for  diseases.  Sunshine  and  pure 
air  are  the  foes  of  disease.  A  church  should  be  opened 
and  thoroughly  ventilated  immediately  after  each  serv- 
ice. It  should  have  some  means  of  ventilation  during 
service. 

Spitting  on  church  or  schoolhouse  floors  is  an  abomi- 
nable practice  and  ought  to  be  vigorously  condemned 
at  every  opportunity.  Many  courthouses  also  are 
hideous  examples  of  this  vicious  practice.  Matting  is 
put  upon  the  floor  and  allowed  to  remain  there  for 
years  without  being  cleaned.  It  is  spit  upon  and 
trampled  upon  until  it  becomes  one  mass  of  filth,  an 
insult  to  decency  and  a  menace  to  health.  It  may  not 
be  wise  for  the  teacher  to  take  a  leading  part  outside 
of  his  own  domain  even  in  a  matter  so  vital  to  the 
community,  but  he  can  bring  it  to  the  attention  of  some 
leading  person  who  will  make  it  a  business  to  see  that 
something  is  done. 

The  Fourth  Rule  of  Health.— The  fourth  rule  is  TAKE 
PLENTY  OF  EXERCISE.  This  leads  to  the  second  part 
of  our  general  topic — gymnastics.  There  is  a  prevail- 
ing belief  that  country  boys  do  not  need  calisthenic 
drills,  for  the  reason  that  they  get  plenty  of  exercise 
in  doing  chores  and  farm  work  and  in  walking  to  and 
from  school.  It  is  true  that  they  are  likely  to  get 
plenty  of  that  kind  of  exercise,  perhaps  too  much. 
Nevertheless  they  need  the  calisthenics.  Farmers'  boys 
are  often  stiff  and  ungainly  from  too  much  toil  and  not 


100  TEACHING  A   DISTRICT   SCHOOL 

enough  play.  They  are  stoop-shouldered  and  rheu- 
matic and  have  the  form  of  age  rather  than  the  spring 
and  sprightliness  of  youth.  They  need  a  series  of 
exercises  that  will  bring  unused  muscles  into  play,  that 
will  straighten  their  shoulders,  round  out  their  bodies 
and  make  them  free  and  easy  in  their  movements. 

Teachers  in  city  schools  have  their  calisthenic  ex- 
ercises as  regularly  as  they  have  their  classes  in  read- 
ing and  numbers,  but  country  teachers,  from  lack  of 
knowledge  or  training,  or  because  they  consider  it  un- 
necessary, usuaUy  neglect  such  exercises.  There  is  no 
doubt  but  that  they  are  just  as  valuable  in  country  as 
in  city  schools.  If  country  boys  and  girls  get  too  much 
work,  their  city  cousins  get  too  much  play.  The 
gymnastics  come  in  as  an  evener  in  either  case.  It  is 
work  to  city  children  and  play  to  country  children. 

General  Directions  for  Calisthenic  Drills. — Extended 
directions  cannot  be  given  in  a  work  like  this.  Only  a 
few  simple  exercises  are  suggested  as  a  beginning. 
Any  teacher  who  is  interested  may  for  a  few  cents  buy 
a  book  of  calisthenics  giving  explicit  directions  for  a 
great  number  and  variety  of  exercises.  Instructions 
are  frequently  found  also  in  teacher's  journals. 

After  pupils  have  been  studying  for  an  hour  or  more, 
give  the  signal  for  attention.  Books  in  order;  every- 
body in  position,  sitting  straight,  heads  erect,  shoulders 
back.  The  teacher  counts  one,  all  turn  into  the  aisles; 
two,  they  stand;  three,  they  face  the  front,  arm's 
length  apart,  heels  together,  toes  apart,  shoulders 


THE  SCHOOL  IN  PROGRESS  IOI 

back,  chest  extended,  chin  slightly  drawn  in,  eyes  to 
the  front,  hands  resting  lightly  on  hips.  This  is  the 
general  position  for  all  exercises. 

First,  the  arm  movements:  At  count  one,  thrust  arms 
forward  full  length,  palms  downward,  fingers  and 
thumb  extended;  at  count  two,  return  hands  to  hips; 
count  three,  extend  arms  again  and  so  on  till  the  word 
halt.  Thus:  one,  arms  extended;  two,  hands  on  hips; 
three,  arms  extended;  four,  hands  on  hips;  five,  arms 
extended;  six,  hands  on  hips;  seven,  arms  extended; 
halt,  hands  on  hips.  After  two  or  three  seconds'  rest, 
give  new  directions  as  follows:  For  the  next  eight 
counts  extend  the  arms  straight  upward,  palms  for- 
ward, fingers  extended,  stopping  at  the  word  halt. 
Then  arms  outward,  palms  downward  for  eight  counts. 
Lastly,  arms  downward,  palms  backward,  eight  counts. 
This  completes  the  round  for  the  arms. 

Second,  movements  for  the  lower  limbs:  With  hands  on 
hips  as  before,  at  count  one,  raise  heels,  standing  well 
on  tiptoes;  at  count  two,  return  heels  to  floor;  repeat 
to  eight  counts.  Raise  toes  in  eight  counts  in  the  same 
manner.  Again,  at  count  one,  extend  right  foot  well 
forward,  placing  toe  on  floor,  heel  as  high  as  possible; 
at  count  two,  return  to  position.  Next  extend  right 
foot  backward,  placing  toe  on  floor  for  eight  counts. 
The  same  movements  for  the  left  foot.  Each  foot  may 
also  be  extended  to  the  right  and  left  in  like  manner. 
The  body  is  held  rigid  during  these  foot  movements. 
At  count  one,  lower  body  to  heels,  bending  knees 


102  TEACHING  A  DISTRICT  SCHOOL 

forward  and  outward;  at  count  two,  return  to  position 
and  so  on  for  eight  counts. 

Third,  body  movements:  At  count  one,  with  legs 
rigid,  bend  body  forward  as  nearly  parallel  with  floor 
as  possible;  at  count  two,  straighten,  etc.  At  count 
one,  bend  body  backward  as  far  as  possible;  at  count 
two,  straighten,  etc.  The  same  to  the  left,  giving  each 
movement  eight  counts. 

Fourth,  head  movements:  Bend  head  forward,  back- 
ward, side  right  and  side  left,  each  in  eight  counts,  and 
end  by  rolling  head  in  rotary  motion  clear  around 
eight  times. 

These  movements  make  a  complete  set  of  directions 
that  need  take  but  a  very  short  time.  They  give  the 
whole  body  exercise  and  if  taken  vigorously,  as  they  al- 
ways should  be,  and  with  doors  and  windows  open,  will 
put  the  body  in  condition  for  another  hour  of  hard  work. 

Many  variations  of  the  above  will  suggest  themselves, 
such  as  touching  the  fingers  to  the  floor  without  bend- 
ing the  knees,  touching  the  fingers  to  the  top  of  the 
head,  on  the  shoulders,  under  the  arms,  and  so  on. 
Variations  make  the  exercises  more  pleasing,  but  the 
main  thing  is  perseverance.  It  requires  will  power  to 
keep  them  up  after  they  have  grown  to  be  an  old  story, 
but  it  pays.  Marching  around  the  room  to  singing  is 
a  pleasing  exercise  and  a  valuable  one,  if  the  teacher 
will  see  to  it  that  the  pupils  walk  straight  and  keep 
time,  with  shoulders  back,  chest  extended,  head  erect 
and  eyes  to  the  front. 


THE  SCHOOL  IN  PROGRESS  103 

Breathing  Exercises. — These  should  always  accompany 
the  calisthenic  drills.  At  the  beginning,  when  all 
are  in  position,  give  the  signal  to  inhale,  raising  the 
arms  outward  slowly  until  on  a  level  with  the  shoulders; 
take  just  as  much  air  as  possible  into  the  lungs;  then, 
exhaling,  lower  the  arms  slowly  until  the  lungs  are  as 
empty  as  possible.  Repeat  the  process  several  times. 
There  is  no  danger  of  any  child  hurting  himself  by 
inhaling  or  exhaling  to  his  full  capacity. 

The  Use  of  Apparatus. — Many  schools  are  provided 
with  costly  apparatus,  such  as  Indian  clubs,  dumb- 
bells, wands  arid  the  like.  .These  things  are  desirable 
because  they  add  interest,  but  they  are  not  at  all  nec- 
essary. About  as  good  results  can  be  obtained  without 
as  with  them.  It  all  depends  upon  the  enthusiasm  and 
determination  of  the  teacher. 

7.  RHETORICAL  EXERCISES 

Reader,  does  the  idea  of  rhetoricals  dampen  your 
ardor?  Does  it  present  to  your  mental  vision  the 
picture  of  a  teacher  with  a  scowling  and  determined 
face  and  pupils  in  various  stages  of  distress  from  tears 
to  open  rebellion?  In  many  cases  where  rhetoricals 
are  undertaken,  such  a  picture  would  not  be  over- 
drawn. A  large  percentage  of  teachers  make  no  effort 
to  have  such  exercises,  considering  the  trouble  greater 
than  the  value  received.  Others  relieve  their  con- 
sciences by  having  little  pieces  recited  on  Friday  after- 


104  TEACHING  A   DISTRICT   SCHOOL 

noons  and  calling  them  rhetoricals.  A  few  there  are 
who  take  the  plan  up  with  enthusiasm  and  carry  it 
through  to  the  pleasure  and  profit  of  all  concerned. 
What  is  the  trouble  on  the  one  hand  and  the  secret  of 
success  on  the  other? 

How  to  Begin. — The  trouble  lies  frequently  in  a  wrong 
beginning.  Pupils  without  a  particle  of  preparation 
or  training  are  told  to  write  a  composition.  The  very 
word  is  like  a  thunderstroke  to  them.  They  have  no 
idea  what  is  wanted  and  are  helplessly  at  sea.  They 
cannot  think  of  anything  to  write  about  and  can  see 
no  sense  in  it  anyway. 

The  fact  is,  the  teacher  who  starts  in  such  a  way 
is  making  a  bad  beginning.  He  is  trying  to  drive  the 
wedge  from  the  wrong  end.  Children  will  take  great 
delight  in  writing  compositions  if  they  are  started  prop- 
erly. They  must  begin  at  the  beginning,  as  they  would 
with  arithmetic  or  grammar,  and  make  progress  by 
easy  stages.  Little  ones  should  be  taught  to  make 
single  sentences  about  familiar  objects  and  then  to 
write  these  sentences.  This  is  composition  work.  It 
should  be  a  daily  exercise  through  the  first  years  of 
school  life,  until  enough  skill  has  been  acquired  so 
that  the  child  can  express  his  thoughts  as  easily  in 
writing  as  in  speaking.  When  this  stage  has  been 
reached,  he  may  have  it  less  frequently  though  not 
less  regularly  nor  less  certainly. 

Teaching  More  Advanced  Pupils  How  to  Write. — If 
children  well  along  in  other  matters  have  not  been 


THE   SCHOOL  IN  PROGRESS  105 

taught  to  express  their  thoughts  in  writing,  no  time 
should  be  lost  until  they  have  learned  it.  No  part  of 
their  education  will  be  more  valuable.  Like  the  little 
ones  they  must  begin  at  the  beginning.  Suppose  a 
boy  ten  or  twelve  years  old  is  bright  enough  in  read- 
ing, spelling  and  arithmetic,  but  knows  nothing  about 
writing  his  own  thoughts.  His  first  lesson  may  be 
something  like  this:  You  say  to  him,  "Jack,  what  do 
you  know  about  pocket-knives?"  Jack  replies,  "O, 
I  know  they  are  a  mighty  good  thing  to  have.  If  you 
have  a  pocket-knife,  you  can  peel  a  turnip  or  cut  a 
watermelon  or  make  things."  "Now  write  it  out, 
please."  Perhaps,  with  some  demurring,  Jack  writes 
it  out.  You  read  it  over  and  say,  "That  is  a  very 
good  composition."  Jack  says,  "Why,  teacher,  that's 
no  composition,  that's  nothing!"  You  say,  "Well, 
write  some  more  to  it." 

"But  I  do  not  know  any  more  to  write." 

"Are  all  knives  alike?"  you  ask. 

"No,  some  are  large  and  some  are  small.  Some 
have  only  one  blade  while  others  have  three  or  four. 
Some  are  cheap  and  of  poor  quality,  while  others  cost 
considerable  and  are  better." 

"Well,  Jack,  you  appear  to  be  well  posted  about 
knives.  Please  add  that  to  what  you  have  written." 

With  less  reluctance  than  before,  he  proceeds  to 
write  it  out.  When  it  is  done,  you  again  approve  it 
and  tell  him  if  he  will  practice  a  little  while  every  day, 
he  will  by  and  by  be  able  to  write  anything  he  wishes. 


106  TEACHING  A  DISTRICT  SCHOOL 

Jack  feels  proud  to  think  he  has  done  something 
new  that  meets  the  approval  of  his  teacher,  and  will 
be  glad  to  exercise  his  newly-discovered  powers  again. 
Henceforth  all  he  needs  is  intelligent  direction  with 
the  occasional  stimulus  of  praise  or  blame  for  good  or 
bad  efforts. 

Beginners  must  always  be  told  what  to  write  about 
with  enough  directions  to  keep  them  from  being 
discouraged. 

The  older  pupils,  from  the  fourth  reader  up,  may 
have  rhetoricals  once  a  fortnight,  reading  their  com- 
positions before  the  school.  Each  production  should 
be  read  by  the  teacher,  the  mistakes  marked  and  the 
whole  copied  neatly,  with  the  mistakes  corrected,  before 
it  is  allowed  to  be  read  in  public.  The  efforts  of  be- 
ginners should  not  be  criticised  at  all.  A  child  may 
stagger  all  he  pleases  while  he  is  learning  to  walk. 

Selection  of  Subjects. — The  teacher  should  be  ready 
to  suggest  subjects,  avoiding  such  abstract  themes  as 
"Honesty  is  the  Best  Policy,"  "The  Importance  of 
Habit,"  and  "Virtue  is  its  Own  Reward."  The  object 
is  not  to  bring  forth  mature  wisdom  on  deep  subjects, 
but  to  teach  children  to  think  about  the  things  around 
them  and  to  express  their  thoughts  in  writing.  They 
should  be  allowed  to  write  about  the  things  that  are 
interesting  to  them,  that  touch  their  everyday  life, 
such  as,  "How  Mother  Gets  Dinner,"  or,  "How 
Father  Shears  the  Sheep,"  and  similar  topics,  includ- 
ing all  the  common  occupations  about  the  house  and 


THE   SCHOOL   IN   PROGRESS  107 

farm.    They  may  write  about  their  own  doings  and  the 
things  that  interest  them. 

At  an  early  stage  they  may  write  imaginary  com- 
positions about  animals,  travels,  or  what  they  will  do 
when  they  are  grown.  They  must  be  made  to  under- 
stand clearly  the  difference  between  imagination  and 
reality.  Such  work  as  the  above  they  will  thoroughly 
enjoy  and  it  will  result  greatly  to  their  advantage. 


CHAPTER  V 

KEEPING  UP  THE  INTEREST 

l/^ 

i.  HELPFUL  PROPS  AND  SPURS 

The  Main  Prop. — It  ought  to  be  engraved  somewhere, 
above  his  desk,  over  his  door,  on  the  ceiling  over  his  bed, 
anywhere,  everywhere,  so  he  could  not  fail  to  see  it, 
As  THE  TEACHER  Is,  so  WILL  THE  SCHOOL  BE.  So 
long  as  the  zeal  of  the  teacher  does  not  flag,  the  pupils 
are  not  likely  to  lose  interest.  But  let  the  spirit  of  the 
teacher  droop  for  an  instant,  and  the  whole  school 
catches  it.  If  he  stretches,  the  school  yawns.  It  is  not 
so  much  how  to  keep  the  school  interested,  as  how  to 
keep  one's  own  interest  from  waning. 

We  all  need  spurring  up  occasionally.  No  matter 
how  mettlesome  our  steed  is,  if  we  keep  him  going 
at  a  good  strong  gait  for  many  days,  he  will  finally  be- 
gin to  lag  and  will  have  to  be  touched  up.  Who  shall 
spur  the  district  teacher  when  he  begins  to  lag  ?  There 
is  no  principal  to  keep  an  eye  on  him,  as  in  the  case  of 
the  city  teacher.  The  County  Superintendent  with  his 
one  visit  a  year  is  too  remote ;  we  can  take  many  a  nap 
without  his  catching  us.  The  school  directors  pay  little 
if  any  attention,  and  would  hardly  dare  prod  us  if  they 

1 08 


KEEPING  UP  THE   INTEREST  IOQ 

knew  we  needed  it.  Our  patrons  will  not  spur  us.  Evi- 
dently we  must  urge  ourselves  on.  Whatever  spurring 
we  get  must  be  self-inflicted.  The  attention  is  called  to 
a  list  of  spurs. 

Spur  One. — Count  the  days.  The  Psalmist  said,  "So 
teach  us  to  number  our  days  that  we  may  apply  our 
hearts  unto  wisdom."  At  the  beginning  of  the  term, 
we  make  our  plans  as  large  as  possible  and  as  the  days 
go  by  we  shall  find  the  time  all  too  short  to  accom- 
plish what  we  desire.  Also,  as  we  become  acquainted 
with  our  pupils,  we  discover  their  needs  and  add  to 
our  original  plans.  We  need  now  every  single  day,  used 
to  the  utmost,  in  order  to  do  the  work  that  is  pressing 
to  be  done.  If  our  term  is  six  months,  we  have  one 
hundred  and  twenty  days.  As  one  after  another  slips 
away,  we  should  count  jealously  those  that  remain  and 
part  with  each  one  as  reluctantly  as  a  miser  parts  from 
his  dollars. 

Spur  Two. — Measure  what  remains  by  what  has  been 
done.  In  reviewing  the  past,  we  can  see  how  many 
difficulties  were  encountered  that  had  not  been  foreseen. 
Various  unexpected  hindrances  impeded  our  progress. 
We  may  count  upon  it  that  such  will  be  the  case  to  the 
end.  A  certain  man  was  adjudged  insane  because  he 
supposed  he  could  build  a  house  for  what  the  contrac* 
tors  told  him  it  would  cost.  So  we  must  measure  the 
future,  not  by  what  we  can  see,  but  by  the  experiences 
of  the  past.  Doing  this,  we  shall  readily  conclude  that 
we  have  no  time  to  waste. 


110  TEACHING  A  DISTRICT  SCHOOL 

Spur  Three. — For  the  sake  oj  my  pupils  I  must  not 
relax  my  vigilance.  They  must  take  me  as  their  pat- 
tern. I  am  their  example.  I  cannot  expect  them  to  do 
more  than  they  see  me  doing.  If  I  urge  them  to  be 
diligent,  I  must  be  diligent.  If  I  would  have  them  in- 
crease their  interest,  I  must  not  lose  mine.  This  should 
be  a  very  keen  and  effective  spur. 

Spur  Four. — Duty  to  others.  I  owe  it  to  my  parents 
who  love  me,  to  my  teachers  who  instructed  me,  to 
those  who  recommended  me,  to  the  directors  who  em- 
ployed me,  to  my  patrons  who  have  intrusted  their 
children  to  my  care,  to  my  country  and  to  my  Maker  to 
put  forth  my  best  efforts,  to  discharge  my  duties  faith- 
fully from  the  first  day  to  the  last.  Nothing  less  than 
whole-hearted  service  will  relieve  me  of  my  obligations 
to  all  these. 

Spur  Five. — Duty  to  self.  Lastly,  /  cannot  afford  to 
fall  into  loose  ways  for  the  sake  of  ease,  or  relief  from 
daily  burdens.  If  I  allow  myself  to  become  careless, 
I  will  greatly  injure  my  chances  of  success.  Work 
slighted  one  day  will  be  more  easily  slighted  the  next, 
and  soon  the  habit  will  be  formed  and  my  usefulness 
will  be  practically  ruined.  Neither  is  it  sufficient  that 
I  should  keep  from  slipping  back,  or  that  I  should 
merely  hold  my  own.  I  must  provide  opportunities 
for  self  growth  and  not  fail  to  use  them. 

By  such  spurs  as  these,  the  teacher  must  keep  himself 
up  to  his  best  efforts;  without  them,  he  will  never  reach 
the  goal  of  his  ambitions. 


KEEPING  UP  THE  INTEREST  III 

2.  KEEPING  A  BRAVE  FRONT 

It  is  never  wise  to  reveal  discouragement  or  disap- 
pointment. Many  a  general  has  saved  himself  from  a 
crushing  defeat  by  a  good  showing  in  front.  Disap- 
pointments and  discouragements  are  certain  to  come, 
but  we  need  not  brood  over  them  nor  talk  about  them. 
Some  teachers  lie  awake  nights  worrying  over  their 
difficulties.  It  does  no  good  whatever,  but  much  harm, 
because  it  robs  us  of  greatly  needed  rest  and  so  unfits 
us  for  the  next  day's  duties. 

Reviewing  the  Day's  Work. — A  better  plan  than  wor- 
rying, is,  after  the  work  of  the  day  is  over,  to  review 
it  carefully,  passing  honest  judgment  upon  every  act 
and  taking  the  full  share  of  blame  where  things  went 
wrong.  We  should  not  hesitate  to  acknowledge  to  our- 
selves our  mistakes  and  shoulder  whatever  blame  at- 
taches to  them.  If  we  do  not  thus  reflect  upon  our 
experiences  and  deal  honestly  with  ourselves,  we  shall 
not  profit  by  them.  If  there  are  any  difficult  matters 
pending,  we  should  think  them  over  carefully  and  de- 
cide upon  a  course  of  action.  Having  done  this,  we 
may  dismiss  the  whole  matter  and  sleep  soundly.  This 
will  give  us  new  courage  and  new  strength  to  go  for- 
ward next  day. 

Avoid  Complaint  and  Gossip. — Ordinarily,  when  some 
one  asks  us  how  we  are  getting  on,  he  does  not  expect 
us  to  pour  a  tale  of  woe  into  his  ears.  His  question  was 
a  mere  common-place  greeting,  like  "How-do-you-do  ?  " 


112  TEACHING  A   DISTRICT   SCHOOL 

and  requires  only  such  an  answer  as  "Very  well,"  or 
"  So-so."  People  are  always  ready  to  listen  to  some- 
thing bright  and  cheering,  but  they  do  not  care  to  hear 
wails  and  complaints.  As  the  old  saying  is,  they  have 
troubles  enough  of  their  own.  Particularly  must  we  not 
complain  of  any  of  our  patrons  to  some  gossipy  lis- 
tener, even  though  we  may  think  the  former  have 
treated  us  badly.  If  there  is  any  such  difference,  we 
should  go  to  the  offenders  themselves  and  if  possible 
straighten  it  out. 

If  we  should  not  reveal  our  troubles  to  the  world,  it 
is  equally  important  that  we  should  not  reveal  them 
to  the  school.  Instead  of  arousing  sympathy,  as  for 
one  in  distress,  it  is  likely  to  bring  contempt  for  sup- 
posed weakness.  Clear  grit  is  much  more  effective  than 
tears. 

Extreme  Cases  of  Discipline. — Neither  will  it  pay,  if  we 
have  rebellious  or  unruly  pupils,  to  discuss  them  with 
the  neighbors.  If  we  need  advice,  we  should  not  hesi- 
tate to  ask  it  of  some  wise  person  who  has  had  more 
experience  than  we,  and  who  will  not  take  advantage 
of  our  confidence  to  do  us  hurt.  Or  if  matters  are  un- 
endurable, we  may  go  to  the  directors  and  lay  our  trou- 
bles before  them.  It  is  their  duty  to  take  such  action 
as  may  be  necessary  for  the  protection  of  the  teacher 
and  of  the  school. 

While  extreme  cases  of  discipline  that  require  the 
assistance  of  the  Board  are  not  common,  they  do  some- 
times happen  and  are  most  likely  to  occur  to  young 


KEEPING  UP  THE   INTEREST  113 

teachers.    To  them  the  above   advice  will  be  valu- 
able. 

Let  Your  Work  Speak. — Finally,  a  teacher's  own  esti- 
mate of  his  work  will  be  taken  largely  by  others.  If  he 
counts  himself  a  failure,  he  will  be  so  considered.  If 
he  looks  upon  his  work  as  a  success,  most  people  are 
willing  to  let  it  go  at  that.  Two  things  he  should  avoid, 
boasting  of  his  achievements  or  deprecating  his  feeble  ef- 
forts. Do  your  best,  keep  a  brave  heart  and  let  your 
work  speak  for  itself. 

3.  ENCOURAGING  THOSE  WHO  NEED  IT 

The  Word  That  Inspires. — It  is  well  to  keep  an  eye  out 
for  any  depression  of  spirits  among  the  pupils.  Every 
one  has  his  trials  and  difficulties.  Some  are  much  more 
easily  discouraged  than  others.  They  should  have  just 
the  word  that  they  need,  whether  it  be  praise  or  blame 
or  sympathy.  Some  have  to  struggle  very  hard  to  keep 
pace  with  their  classmates.  A  smile,  a  nod,  or  a  word 
now  and  then  will  keep  their  courage  to  the  sticking 
point.  Notice  every  good  effort  and  reward  it  with 
some  kind  of  recognition.  The  best  teachers  are  those 
who  inspire  their  pupils  to  heroic  efforts.  Since  they 
cannot  measure  their  own  success,  the  teacher  must 
point  it  out  to  them.  Show  them  some  of  the  difficult 
things  they  have  mastered,  knotty  problems  in  arith- 
metic, knowledge  acquired  in  geography,  encouraging 
lessons  in  reading.  The  troubles  ahead  are  no  more 

Dist.  School— 8 


114  TEACHING  A   DISTRICT   SCHOOL 

formidable  than  those  that  have  been  met  and  con- 
quered. Let  the  motto  be :  Do  one  thing  at  a  time  and 
do  it  well. 

Individual  Attention. — There  are  students  who  have 
a  dread  of  certain  branches,  as  grammar,  arithmetic  er 
spelling.  These  are  often  bright  in  most  of  their 
studies,  keeping  well  to  the  head  of  the  class,  and  it 
frets  and  chafes  them  to  be  worsted  in  some  one  branch. 
For  such,  the  greatest  care  is  necessary.  They  must 
have  special  attention  in  the  difficult  study.  The  de- 
fection is  due  either  to  a  bad  start  or  to  a  lack  of  men- 
tal development  in  this  one  particular.  In  either  case 
a  special  effort  is  needed  to  overcome  the  difficulty.  It 
is  not  wise  to  leave  any  part  uncultivated. 

Again,  there  are  gentle,  timid  souls  who  quail  before 
their  more  rough-and-ready  classmates.  They  would 
almost  die  of  fright  were  it  not  for  the  sympathy  and 
support  of  the  teacher.  A  brusque  or  scolding  remark 
does  no  good,  but  tends  to  put  them  back.  They  need 
to  be  encouraged  to  speak,  and  commended  for  every 
effort  until  they  gain  confidence  in  themselves.  If  they 
can  be  made  to  feel  that  they  are  really  succeeding,  they 
will  gain  in  assurance  and  strength  and  be  much  happier. 

For  each  class  and  for  every  individual  the  teacher 
should  appoint  himself  a  lookout  committee.  He  should 
study  the  minds  and  dispositions  of  all.  There  is  al- 
ways some  one  requiring  special  attention.  Like  a 
skillful  physician,  he  should  know  how  to  diagnose 
each  case  and  be  able  to  render  such  aid  as  is  needed. 


KEEPING  UP  THE  INTEREST  115 

4.  IMPROVING  YOUR  TEACHING 

Keep  Out  of  Ruts. — It  is  a  large  part  of  every  teach- 
er's duty  to  look  to  his  own  growth.  This  is  particu- 
larly true  of  beginners.  It  is  very  easy  to  get  into  ruts 
and  go  on  about  the  same  day  after  day,  but  the  habit 
is  a  deadly  one  and  must  be  Bought  with  vigor.  Without 
discouragement  or  self-abasement,  the  young  teacher 
should  sharply  criticise  his  every  act.  He  should  keep 
constantly  in  mind  that  his  teaching  could  be  and  ought 
to  be  improved.  He  should  study  new  ways  of  pre- 
senting knowledge  so  as  to  make  it  more  attractive,  new 
ways  of  arousing  interest  and  keeping  the  pupils  in 
good  heart. 

A  new  way  is  better  than  the  old  if  it  takes  the  teacher 
out  of  a  rut.  It  is  well  to  try  new  methods  occasion- 
ally for  the  sake  of  being  able  to  do  so.  Many  teachers 
have  followed  so  long  the  paths  their  fathers  trod,  that 
it  is  almost  impossible  for  them  to  venture  upon  un- 
tried ways.  Every  one  should  blaze  some  new  path, 
should  venture  into  fields  that,  so  far  as  he  knows, 
have  never  been  explored.  He  should  feel  the  exhila- 
ration of  discovery,  the  satisfaction  of  having  done 
something  that  his  predecessors  never  did.  It  will  add 
strength  to  his  character  and  interest  to  his  work. 

Caution  and  Enthusiasm. — This  does  not  mean  that 
we  should  be  running  after  every  new  fad  that  comes 
along.  There  are  many  enthusiasts,  who,  for  the  sake 
of  notoriety  or  gain,  are  urging  upon  others  their  latest 


Il6  TEACHING  A  DISTRICT  SCHOOL 

device  or  method.  It  is  not  wise  to  bite  too  quickly  at 
these  baits.  If  a  new  thing  commends  itself  and  is 
indorsed  by  trustworthy  people,  and  is  not  too  costly, 
we  need  not  hesitate  to  give  it  a  trial.  But  too  many  so 
called  time-savers  are  merely  money-making  devices  of 
little  real  value,  and  it  is  usually  better  to  wait  and  let 
time  determine  their  true  standing.  A  rule  long  ago 
laid  down  by  a  famous  rhetorician  will  apply  in  such 
cases: 

"  Be  not  the  first  by  which  the  new  is  tried, 
Nor  yet  the  last  to  lay  the  old  aside." 

Necessity  of  Daily  Study. — In  striving  to  improve  our 
teaching,  we  must  not  forget  that  daily  study  is  a  ne- 
cessity to  growth.  No  brilliancy  of  mind,  nor  device, 
nor  even  experience  can  take  the  place  of  it.  Knowl- 
edge to  be  interesting,  must  be  fresh.  No  matter  how 
often  we  have  taught  a  subject,  unless  we  study  it 
anew  each  time,  we  shall  fail  of  the  best  results.  The 
mind,  like  the  body,  cannot  feed  upon  itself  and  grow. 
It  must  have  new  material  daily.  Realizing  this,  we 
should  set  apart  some  hours  every  day  to  the  study 
of  our  lessons,  both  as  to  the  matter  of  them  and  the 
way  in  which  they  should  be  presented.  The  young 
teacher  who  does  this  conscientiously,  will  find  it  the 
most  delightful  period  of  the  day.  It  is  the  time  for 
adding  to  and  enriching  his  stores  of  learning,  and  he 
will  have  more  to  give  and  will  give  it  better,  if  he  will 
keep  this  study  period  sacred. 

Acquiring  Pedagogical  Helps. — It  will  not  be  sufficient 


KEEPING  UP  THE  INTEREST  117 

to  study  the  text-books  and  ways  of  presenting  the 
lessons.  The  teacher  must  be  provided  with  the  best 
literature  the  profession  affords.  On  his  study  table 
should  be  the  latest  numbers  of  two  or  three  of  the 
leading  educational  journals,  and  these  should  be  care- 
fully read  and  digested  as  soon  as  possible  after  they 
arrive.  He  should  also  have  a  few  good  works  on 
pedagogy.  To  acquire  these,  he  may  write  to  school- 
book  publishing  companies,  asking  them  for  their  best 
work  on  teaching!  Nearly  every  publishing  company 
has  at  least  one  excellent  work  of  this  class.  Such 
helps  should  be  carefully  read,  with  special  attention 
given  to  the  parts  that  seem  particularly  applicable. 
In  this  way  will  be  gleaned  many  ideas  that  will  make 
the  work  of  teaching  more  interesting  and  far  more 
helpful  to  the  pupils,  and  will  keep  the  teacher  growing. 

Visiting  Other  Schools. — After  teaching  a  month  or  six 
weeks,  it  is  a  good  plan  to  take  a  day  off  and  visit  some 
other  school.  In  doing  this,  select  the  best  teacher  of 
your  acquaintance  within  reach.  Spend  the  entire  day 
in  the  schoolroom,  taking  note  of  everything  that  hap- 
pens. Observe  very  carefully  ways  or  methods  that 
differ  from  your  own  and  their  results.  At  inter- 
missions, talk  frankly  with  the  teacher  concerning  his 
methods,  being  careful  to  commend  the  best  things  and 
to  offer  no  unfavorable  criticism  of  anything.  If  asked, 
give  your  own  methods  without  any  show  of  pride  or 
boasting. 

A  general  plan  for  visiting  would  be  greatly  produc- 


Il8  TEACHING  A  DISTRICT  SCHOOL 

tive  of  good.  If  every  teacher  were  allowed  two  or 
three  days  in  the  school  year  for  that  purpose,  it  would 
stimulate  to  greater  effort,  unify  the  work  and  afford 
each  one  a  means  for  measuring  his  success  with  his 
coworkers.  But  until  such  provision  is  made  by  the 
state  legislature,  it  will  pay  every  teacher  to  take  the 
time  at  his  own  expense. 

Attending  Teachers'  Associations. — In  many  places  pro- 
vision has  been  made  for  attending  teachers'  associa- 
tions. The  progressive  teacher  will  lay  much  store  by 
this  and  not  permit  anything  to  keep  him  away.  Here 
he  comes  in  contact  with  his  fellows,  and  hears  the 
best  thoughts  of  the  foremost  teachers  on  vital  topics. 
If  he  goes  in  the  right  spirit,  he  cannot  fail  to  gain 
much  that  will  be  helpful.  To  obtain  the  best  re- 
sults, he  should  give  as  well  as  receive.  By  enter- 
ing into  the  discussions,  he  will  add  his  part  to  the  in- 
terest of  the  meeting  and  discover  the  strength  or 
weakness  of  his  ideas.  Not  only  should  a  teacher  at- 
tend every  association  in  his  county,  but  he  should  by 
all  means  attend  the  state  association.  Here  he  sees 
and  hears  the  ablest  educators  of  the  state,  and  may 
enrich  his  mind  with  the  best  and  freshest  thoughts  of 
the  times. 

Keeping  a  Scrapbook. — Finally,  the  teacher  should 
keep  a  scrapbook,  one  for  each  year.  Here,  under 
proper  headings,  should  be  gathered  clippings  from  the 
educational  journals  on  reading,  drawing,  history,  etc., 
items  of  interest  from  newspapers  and  magazines,  dec- 


KEEPING  UP   THE   INTEREST  119 

lamations,  gems  of  poetry,  stories  and  the  like.  It  may 
contain  also  pen-notes  of  schools  visited,  associations 
attended  or  lectures  heard.  Such  a  scrapbook  becomes 
a  rich  storehouse  for  Friday  afternoons  and  for  special 
days  and  occasions. 

A  Final  Word  on  Self-Improvement. — The  above  are 
the  common  and  ordinary  means  for  self-improvement. 
If  used  diligently,  they  are  certain  to  produce  satisfac- 
tory results.  If  omitted,  the  opposite  is  just  as  certain, — 
professional  stagnation,  decay  and  death.  Some  teach- 
ers will  say  that  they  cannot  afford  all  these  things,— 
journals,  magazines,  books  and  teachers'  associations. 
The  truth  is,  no  one  can  afford  to  go  without  them. 
Money  invested  in  self-improvement  will  be  returned 
many  fold.  The  teacher  who  will  not  invest  in  any  of 
these  things,  will  grow  rusty  and  careless,  be  looked 
upon  as  a  back  number  and  instead  of  being  sought  for 
and  promoted,  will  be  seeking  for  the  poorest  positions 
and  will  finally  lose  out  altogether.  Self-improvement 
is  necessary  for  self-protection. 

5.  RESERVE  FORCES 

The  wise  general  does  not  keep  all  his  forces  actively 
engaged.  He  has  some  in  reserve  against  the  time 
of  need.  In  some  desperate  situation,  this  strong  re- 
serve force,  which  the  enemy  knows  nothing  about, 
will  save  him  from  defeat.  Likewise,  the  teacher  who 
is  looking  out  against  the  day  of  trouble  has  his  reserve 


120  TEACHING  A  DISTRICT  SCHOOL 

forces.  When  the  school  has  been  going  on  for  some 
weeks  and  the  dull  grind  of  monotony  begins  to  settle 
down,  when  the  little  faces  grow  long  and  sighs  of  dis- 
couragement appear,  a  part  of  the  extra  forces  may  be 
brought  into  play.  The  following  list  is  offered  as  hav- 
ing done  valiant  duty  on  many  a  hard  fought  field. 

A  New  Song. — On  a  dull  afternoon,  when  the  energy 
is  at  a  low  ebb,  have  a  new  song  ready,  a  school  song; 
if  possible,  one  with  action  in  it.  Write  the  verses  on 
the  blackboard  one  at  a  time  until  all  are  learned.  See 
that  it  is  sung  with  vim  and  good  will.  If  it  is  a  march- 
ing song,  all  the  better.  Get  some  boy  who  is  skillful 
with  the  mouth  organ  to  play  an  accompaniment,  and 
have  all  the  school  march  around  the  room.  Five  or 
six  minutes  of  this  will  take  away  the  dullness,  and 
work  may  be  resumed  to  much  greater  profit. 

New  Ways  of  Hearing  the  Lessons. — There  are  a  dozen 
ways  of  hearing  a  spelling  class  recite.  Hold  back  your 
latest  invention  until  the  interest  lags,  then  spring  it. 
Drawing  offers  a  fine  field  for  interesting  novelties.  A 
new  object  to  draw,  with  interesting  details  of  shading 
and  measurements,  cannot  fail  to  charm  away  lethargy. 
The  geography  is"  a  storehouse  of  good  things.  Make 
a  map,  showing  the  various  products  of  the  United 
States  with  pictures  or  objects.  In  grazing  countries 
cut  out  small  pictures  of  cattle,  horses  and  sheep  and 
pin  on  to  the  map.  To  show  the  corn  belt,  grains  of 
corn  may  be  pasted  on,  white  in  the  south,  yellow  in  the 
north;  wheat  grains  to  show  the  wheat  states,  bits  of 


KEEPING   UP  THE  INTEREST  121 

cotton  to  show  where  that  is  raised,  wood  for  timber  and 
so  on.  This  plan  is  an  excellent  thing  in  itself,  but  may 
well  be  kept  until  it  is  needed  to  revive  interest. 

A  Ciphering  Match. — This  has  often  helped  to  revive 
flagging  energies.  The  pupils  choose  sides  as  in  a  spell- 
ing match.  The  one  last  chosen  goes  to  the  board  and 
selects  an  opponent  from  the  opposite  side.  The  latter 
chooses  the  kind  of  work,  as  adding,  subtracting  or 
multiplying.  When  both  are  ready,  the  teacher  gives 
a  problem  and  they  go  at  it  with  might  and  main.  The 
figures  fairly  fly.  The  first  one  through  reads  his  an- 
swer. If  it  is  right,  he  has  won.  The  loser  goes  to  his 
seat ;  the  winner  selects  his  successor,  who  again  chooses 
the  kind  of  work,  and  so  the  game  goes  on  until  one  side 
or  the  other  is  vanquished.  There  is  plenty  of  excite- 
ment in  it  and  it  stimulates  to  rapidity  and  accuracy. 

Bird  Day. — In  some  parts  of  the  country,  a  day  has 
been  set  apart  for  the  study  of  birds  and  is  called  "Bird 
Day."  It  is  rather  the  culmination  of  a  series  of  studies 
on  birds.  Country  children  have  a  fine  opportunity 
for  this  study  and  ought  to  know  much  more  about  it 
than  they  ordinarily  do.  They  may  first  roughly  clas- 
sify all  as  song  birds,  useful  birds  and  harmful  birds. 
These  branches  may  be  studied  separately,  comparing 
different  kinds  of  one  class,  as  the  robin  and  the  wren. 

"Bird  Day"  gathers  together  the  knowledge  acquired 
in  several  weeks  or  months  and  makes  as  great  a  show- 
ing as  possible.  The  children  have  learned  to  draw 
pictures  of  the  various  kinds  of  birds  they  have  studied, 


122  TEACHING  A   DISTRICT   SCHOOL 

to  describe  their  appearance  and  habits,  to  imitate  or 
describe  their  note  or  song,  to  tell  where  and  how  they 
build  their  nests,  number  of  eggs,  appearance  of  young 
ones  and  so  on.  A  collection  of  nests  may  be  made, 
being  careful  to  take  only  those  that  have  been  aban- 
doned. The  literary  part  of  the  program  may  con- 
sist of  songs,  poems,  stories  and  written  descriptions  of 
birds.  Bird  games  may  be  played  and  the  small  chil- 
dren may  be  taught  to  act  birds  in  such  ways  as  hop- 
ping and  flying.  Both  the  preparation  and  the  day  it- 
self will  bring  out  much  that  is  interesting  and  useful. 

History  Day. — This  is  another  equally  profitable  and 
perhaps  more  entertaining  occasion.  It  has  an  advan- 
tage over  "Bird  Day"  in  that  all  the  people  of  the  dis- 
trict may  take  part.  Like  the  other,  it  requires  con- 
siderable preparation  on  the  part  of  teacher  and  pupils. 
It  need  not  be  confined  to  the  history  class — all  may  have 
some  part.  The  children  should  be  made  familiar  with 
a  considerable  number  of  historical  events,  so  that  they 
can  tell  about  them  readily  in  their  own  words.  They 
should  collect  pictures  of  important  people,  places  and 
things.  They  should  make  drawings  of  such  objects 
as  Lincoln's  birthplace,  the  cabin  where  Betsy  Ross 
made  the  flag,  the  Bunker  Hill  Monument,  the  Liberty 
Bell,  etc.  All  the  relics  of  the  neighborhood  may  be 
borrowed  for  the  occasion  and  be  so  placed  as  to  make 
the  best  display. 

New  Games — Field  Day. — The  playground  must  not 
be  despised  nor  neglected.  It  may  be  made  a  power- 


KEEPING   UP   THE   INTEREST  123 

ful  factor  in  keeping  up  the  interest  in  the  school.  High 
schools  and  colleges  all  over  the  land  make  a  great  deal 
of  athletics,  keeping  in  school  by  means  of  their  in- 
terest in  games,  hundreds  of  young  men  who  could  not 
otherwise  be  induced  to  remain.  Some  condemn  the 
match  games  of  football,  baseball  and  rowing,  because 
of  the  loss  of  time  and  other  attendant  evils,  but  all  are 
in  favor  of  good,  healthy,  clean  athletics.  All  children 
and  most  grown  people  like  to  play,  and  it  is  right  that 
they  should  indulge  their  liking.  It  is  a  part  of  their  de- 
velopment. If  properly  directed,  it  may  be  an  impor- 
tant factor  in  their  education. 

When  the  interest  in  play  is  on  the  wane  and  the  old 
games  become  tiresome,  have  a  new  one  ready  to  pro- 
pose. Enter  into  it  with  zest  yourself,  and  see  if  it  will 
not  bring  new  life  into  the  school.  Outdoor  games  are 
the  best,  but  there  should  be  a  few  indoor  ones  for 
bad  weather.  Conundrums,  riddles,  charades  are  all 
good  if  rightly  conducted.  Much  depends  upon  the 
way  the  teacher  does  his  part.  He  should  never  play 
in  a  half-hearted  manner.  All  look  to  the  teacher  as 
the  leading  spirit,  and  any  signs  of  being  bored  will  be 
catching  and  the  game  will  be  spoiled. 

Some  of  the  larger  district  schools  might  well  have  a 
"Field  Day."  This  would  give  every  boy  a  chance  to 
take  part  and  to  choose  the  particular  sport  in  which 
he  excels.  Each  class  should  have  its  events,  such  as 
running,  jumping,  throwing  the  hammer  and  putting 
the  shot.  Running  may  consist  of  sixty  and  one  hun- 


124  TEACHING  A  DISTRICT  SCHOOL 

dred  yard  dashes.  Young  boys  should  not  attempt  long 
runs.  Jumping  may  consist  of  several  varieties,  as 
running  hop-step-and-jump,  standing  hop-step-and- 
jump,  running  broad  jump,  standing  broad  jump,  and 
running  and  standing  high  jump.  The  only  prizes 
that  need  be  given  are  ribbons  that  indicate  first  and 
second  place;  a  record  should  be  kept  from  year  to 
year.  Where  this  could  be  worked  successfully,  it 
would  be  a  powerful  incentive  to  keep  the  larger  boys 
in  school,  and  it  is  a  perfectly  justifiable  method  to 
use. 

Mental  Exercise. — It  must  not  be  forgotten  that  men- 
tal exercise  when  rightly  adapted  to  the  pupils,  is  as 
fascinating  as  physical.  When  mind  and  body  are  in 
good  condition,  there  is  nothing  more  exhilarating  than 
study,  provided  it  is  fresh  and  suited  to  the  pupils' 
development  and  needs.  They  should  be  constantly 
moving  into  new  work,  using  the  old  in  acquiring  it. 
If  it  is  done  vigorously  and  thoroughly,  but  little  re- 
view, that  is,  going  over  the  same  ground  again,  will  be 
needed. 

When,  in  pursuit  of  the  new,  it  is  discovered  that 
certain  points  have  not  been  thoroughly  learned,  take 
up  those  particular  parts  and  dwell  upon  them  until 
they  are  understood.  It  does  not  pay  to  go  over  old 
straw  so  long  as  there  is  more  wheat  in  front  of  you 
than  you  can  ever  get  threshed,  but  it  does  pay  to  do 
it  thoroughly  as  you  go.  Study  hard  until  the  mind  is 
weary,  then  play  or  rest. 


KEEPING  UP  THE  INTEREST  125 

6.  SCHOOL  VISITORS 

Give  Special  Invitations. — There  is  no  doubt  but  that 
the  presence  of  a  visitor,  who  is  a  friend  of  the  school, 
is  a  stimulus  to  good  work.  It  is  not  necessary  to  wait 
until  some  one  happens  to  come ;  neither  will  it  answer 
to  extend  a  general  invitation,  such  as,  "Come  and  see 
us  some  time."  Think  over  your  patrons  and  friends 
and  make  a  list  of  those  who  would  be  an  advantage  to 
the  school.  Call  on  number  one  and  ask  him  or  her 
to  come  at  an  appointed  time.  The  date  having  been 
agreed  to,  send  a  reminder  the  day  before.  It  is 
proper  to  suggest  to  the  visitor  the  particular  points 
you  would  like  to  have  noticed  in  which  the  pupils 
need  encouragement,  and  to  ask  for  private  suggestions 
to  yourself. 

Profit  by  Experience. — When  the  visit  is  over,  reflect 
upon  its  success  or  failure.  If  it  was  not  what  you 
hoped,  discover  the  cause  and  try  again.  Decide  what 
course  to  follow  with  number  two  and  have  him  call 
a  week  or  so  later,  and  thus  continue  through  the  list. 
You  will  find  it  will  materially  benefit  the  school.  All 
patrons  should  be  cordially  invited  to  drop  in  at  any 
time  and  should  be  made  welcome  and  receive  attention 
when  they  come.  Those  who  cannot  do  the  school  any 
good,  will  receive  benefit  to  themselves.  They  will  be 
more  in  touch  and  in  sympathy  with  the  teacher  and 
pupils,  and  have  a  greater  interest  in  what  is  being 
done  for  their  children. 


126  TEACHING  A  DISTRICT  SCHOOL 

Summarizing,  we  observe  that  in  this  chapter  six 
things  have  been  suggested  for  keeping  up  the  interest, 
each  going  sufficiently  into  details  to  be  a  guide  to  the 
teacher.  Upon  him  or  her  everything  depends.  A  lazy 
or  indifferent  teacher  may  read  it  over  and  decide  that 
these  things  are  too  difficult,  or  require  too  much  ex- 
ertion and  drift  along  as  before.  But  one  who  is  alive 
to  his  own  growth  and  to  the  advancement  of  his  school, 
will  welcome  suggestions  from  whatever  source  and 
will  seek  to  put  into  execution  every  plan  that  com- 
mends itself  to  his  judgment. 


CHAPTER  VI 
LOVE  AS  A  FACTOR  IN  TEACHING 

Love,  according  to  the  New  Testament,  is  the  ful- 
filling of  the  law.  The  "law"  has  reference  to  the 
commandments  of  the  Old  Testament,  but  considered 
from  a  modern  standpoint  it  means  everything  that 
can  rightfully  be  required  of  us.  If  it  were  possible  to 
perform  every  act  that  pertains  to  successful  teaching 
without  love  in  our  hearts,  we  should  still  be  indebted 
to  the  law.  On  the  other  hand,  if  we  have  love  in  full 
measure,  we  shall  fulfill  the  law,  because  love  will 
stimulate  us  to  perform  all  necessary  outward  acts. 

Love  is  within,  but  is  manifested  from  without.  We 
can  judge  of  a  person's  love  only  by  his  words,  his 
deeds,  his  manner  toward  us.  We  cannot  see  the  heart. 
Love  manifests  itself  by  respect,  by  thoughtfulness  and 
by  consideration  for  our  welfare.  It  is  not  mercenary, 
asks  for  no  reward  except  to  be  loved  in  return,  and 
this  is  certain  to  follow  as  "love  begets  love."  The  best 
description  of  it  is  that  of  Paul  in  his  First  Letter  to  the 
Corinthians,  the  thirteenth  chapter.  There  it  is  trans- 
lated "charity."  It  is  the  same  feeling  expressed  in 
the  song  of  the  Angels  at  the  Savior's  birth,  "Peace  on 
earth,  good  will  to  men." 

127 


128  TEACHING  A   DISTRICT   SCHOOL 

i.  IT  MUST  BE  WITHOUT  PARTIALITY 

The  Unlovable  Children. — Many  teachers  find  it  diffi- 
cult to  love  all  their  pupils.  Some  children  are  so 
happy  in  disposition  that  it  is  as  easy  to  love  them  as 
to  love  beautiful  flowers.  A  wealth  of  affection  is  show- 
ered upon  them  and  they  flourish  in  its  atmosphere. 
But  with  an  unlovely  child,  the  case  is  different;  there 
is  nothing,  or  very  little,  that  inspires  affection.  Yet  it 
is  possible  to  love  the  worst  specimens  of  mankind, 
otherwise  we  should  not  have  been  commanded  to  love 
everybody,  even  our  enemies. 

Love  should  be  most  bountifully  bestowed  where  it 
is  most  needed,  and  obviously  the  disagreeable,  "  hate- 
ful" child  stands  first  in  this  respect.  His  ugly  dispo- 
sition is  due  to  the  lack  of  proper  affection.  Neglected 
children  are  unloved  children.  Love  never  neglects. 
Such  need  the  affection  of  the  teacher  and  can  be 
reached  and  benefited  by  no  other  power.  The  boy 
who  is  rude  and  rough  may  have  no  conception  of 
what  love  is,  but  he  will  none  the  less  be  susceptible  to 
its  influences. 

Interest  and  Pity  Akin  to  Love. — If  the  teacher  finds  it 
difficult  to  love  certain  ones,  he  may  at  least  take  an 
interest  in  them.  Every  child  is  interesting.  If  one 
seems  especially  disagreeable,  make  a  study  of  him. 
Find  out  the  circumstances  and  conditions  of  his  bring- 
ing up.  A  revelation  of  the  truth  is  almost  certain  to 
arouse  pity,  and  pity  is  akin  to  love.  An  impulse  will 


LOVE  AS  A  FACTOR  IN  TEACHING       129 

at  once  arise  to  show  kindness,  where  nothing  but  neg- 
lect and  perhaps  cruelty  has  been  shown.  Follow  up 
the  impulse  and  persevere  until  the  heart  has  been 
reached.  There  is  in  every  boy's  heart  a  soft  spot  that 
love  will  sooner  or  later  find,  and  once  having  gained 
an  entrance,  the  way  is  easy.  Many  of  the  most  in- 
corrigible are  unconsciously  heart  hungry  for  affection, 
but  cruelty  and  deceit  have  made  them  suspicious  of 
advances.  The  confidence  of  such  must  be  won  com- 
pletely, before  they  will  make  known  their  real  thoughts. 
An  "  Incorrigible  "  Boy. — A  story  is  told  of  a  teacher 
in  one  of  the  Chicago  schools  who  tried  faithfully  to 
reach  the  heart  of  an  incorrigible  boy,  but  without 
success.  Despairing  at  length,  she  decided  he  must  be 
reported  to  the  principal  and  expelled.  Wishing  to 
make  one  more  effort  before  resorting  to  this  extremity, 
she  asked  the  boy  to  stay  after  the  others  were  dis- 
missed at  noon.  He  remained  in  his  seat  with  a  coun- 
tenance hard  and  sullen.  The  teacher  sat  down  beside 
him  and  spoke  pleasantly,  telling  him  she  would  be  glad 
to  do  something  for  him  and  asking  why  he  had  re- 
pulsed all  her  efforts  at  kindness.  The  boy  looked  up 
with  tears  in  his  eyes  and  said,  "  Teacher,  it's  'cause 
I'm  so  durned  hungry."  It  was  a  revelation.  The 
teacher  would  never  have  thought  of  attributing  his 
hardness  to  such  a  cause.  He  was  provided  with  a 
good  dinner  that  day  and  every  day  thereafter,  and 
gave  no  further  trouble.  Love  was  the  fulfilling  of  the 
law  in  his  case. 

Dist.  School — 9 


130  TEACHING  A  DISTRICT  SCHOOL 

2.  THE  RELATION  OF  LOVE  TO  PUNISHMENT 

Natural  Consequences. — In  bestowing  love,  the  teacher 
does  not  surrender  the  reins  of  government,  nor 
the  right  to  punish  when  necessary.  Love  must  be 
neither  weak  nor  cowardly.  But  it  never  punishes  jof 
the  sake  of  seeking  an  outlet  to  angry  feelings,  nor  to 
avenge  misdeeds.  In  fact,  love  seldom  resorts  to  arbi- 
trary punishment,  that  is,  punishment  that  has  no  re- 
lation to  the  wrong  committed.  It  seeks  to  let  wrong- 
doing meet  with  its  natural  consequence.  Thus,  if  a 
pupil  wastes  his  study  period,  he  cannot  recite;  he  is 
humiliated  before  the  teacher  and  the  class ;  he  receives 
a  low  mark,  and  loses  a  certain  amount  of  his  standing 
in  scholarship.  All  this  is  the  natural  consequence  of 
wasting  time  and  to  avoid  a  repetition,  he  need  only  to 
be  reminded  kindly  of  it. 

Likewise,  if  a  pupil  indulges  in  falsehood,  the  pun- 
ishment is  not  a  whipping,  nor  standing  in  a  corner,  nor 
getting  a  double  lesson.  The  natural  result  of  lying  is 
loss  of  character  and  reputation.  It  is  to  have  one's 
word  doubted  when  he  wants  to  have  it  trusted.  It  is 
to  be  under  suspicion  in  other  ways,  because  if  one  will 
stoop  to  lie,  he  will  not  hesitate  to  commit  other  sins. 
These  natural  results  are  a  thousand  times  more  serious 
than  some  little  bodily  discomfort.  Love  points  out  all 
these,  and  if  corporal  punishment  is  ever  resorted  to, 
it  is  only  for  the  sake  of  bringing  some  heedless  one  to 
his  senses. 


LOVE  AS  A  FACTOR  IN  TEACHING  131 

3.  LOVE'S  VARIOUS  MANIFESTATIONS 

The  Needs  of  the  Little  Ones. — Again,  the  manifesta- 
tions of  love  must  differ  in  the  various  grades.  It  may 
be  shown  to  the  six-year-olds  in  a  hundred  ways  that 
will  not  apply  to  the  older  pupils.  When  children  first 
enter  school,  they  must  be  shown  many  little  atten- 
tions to  make  them  feel  at  home.  The  teacher  must 
be  all  in  all  to  them  in  this  strange  new  place.  He  may 
be  just  as  strict  as  he  likes,  providing  he  administers 
his  requirements  with  gentleness  and  love. 

The  wants  of  the  little  ones  are  numerous  and  should 
have  attention.  Judgment  must  be  exercised  as  to 
which  of  these  desires  shall  be  granted,  and  which  re- 
fused. At  playtime,  they  should  have  watchful  care. 
Their  feelings  will  be  hurt,  and  must  be  soothed  by  a 
kind  word  and  a  pat  on  the  head.  Physical  bumps  and 
bruises  occur  frequently,  and  the  teacher's  sympathy  is 
craved  and  should  be  extended.  In  short,  their  utter 
dependence  should  make  a  strong  appeal  to  the  teach- 
er's heart,  calling  for  all  that  is  kind  and  helpful  in  his 
nature. 

The  greatest  demand  upon  the  teacher's  love,  however, 
will  come  in  the  giving  of  instruction  to  these  little  people. 
It  is  a  great  thing  to  start  a  child  on  the  way  to  learn- 
ing. No  bungler  should  be  trusted  with  so  important  a 
task.  Much  of  the  child's  success  in  life,  possibly  his 
destiny,  depends  upon  the  impetus  given  to  his  mind 
and  heart  in  the  first  months  of  his  school  life.  A 


132  TEACHING  A  DISTRICT  SCHOOL 

warm-hearted,  loving  teacher  will  make  every  lesson 
a  delight,  and  cause  learning  to  appear,  as  it  is,  the 
one  thing  in  the  world  most  to  be  desired ;  while  a  cold 
and  indifferent  teacher  will  afford  no  inspiration,  will 
make  study  seem  a  profitless  task  and  knowledge  a 
dead  and  unattractive  thing.  There  can  be  but  little 
growth  in  such  an  atmosphere.  Children  expect  love 
and  thrive  in  it.  Their  hearts  open  to  it  as  naturally 
as  the  flower  opens  to  the  rays  of  the  sun. 

The  Second  and  Third  Grades. — These  children  are  not 
so  dependent  upon  the  teacher's  care.  They  have  be- 
come accustomed  to  the  routine  of  the  school,  know 
how  to  get  their  lessons  and  in  a  large  measure  how  to 
look  out  for  themselves  both  in  the  schoolroom  and  on 
the  playground.  But  still  they  have  their  rights  and 
demands  upon  the  teacher's  affection.  They  have 
learned  to  trust  in  him,  to  bask  in  his  smiles,  to  look 
for  his  approval.  If  he  were  to  withdraw  his  attention, 
life  would  be  cheerless  indeed.  His  every  act  is  no- 
ticed, his  moods  watched,  his  words  quoted.  He  is 
their  authority  on  all  school  matters. 

That  everybody  recognizes  this  disposition  is  shown 
in  the  oft-repeated  question,  "How  do  you  like  the 
teacher?"  If  the  children  "like"  the  teacher  and  are 
enthusiastic  in  their  praise,  it  is  all  the  evidence  most 
people  need.  They  are  willing  to  take  the  pupils' 
judgment.  This  shows  that  so  far  as  his  standing  in 
the  community  goes,  it  is  wise  for  the  teacher  to  be  on 
good  terms  with  the  pupils. 


LOVE  AS  A  FACTOR  IN  TEACHING       133 

By  the  time  children  have  reached  the  second  and 
third  grades,  their  individual  dispositions  are  somewhat 
developed  and  traits  of  character  begin  to  be  more  pro- 
nounced. Some  will  yield  readily  to  the  teacher's 
wishes,  others  will  "try  his  patience."  The  greatest 
care  is  needed  that  no  impartiality  be  shown.  It  is  not 
necessary  to  treat  all  alike, — their  dispositions  require 
different  treatment,  but  it  is  necessary  to  extend  to  all 
the  same  courtesy  and  the  same  degree  of  good  will. 
No  matter  what  unlovely  traits  develop,  they  must  not 
be  permitted  to  bias  the  mind  of  the  teacher. 

Don't  "lay  up"  against  a  child  a  great  mistake,  or 
even  a  great  misdeed.  Expect  him  to  repent  of  it  and 
outgrow  it,  and  help  him  to  do  so.  Cultivate  all  that  is 
noble,  and  eradicate  if  possible  all  that  is  evil.  Love  is 
the  most  potent  factor  in  the  world  for  this., 

The  Backward  Pupils. — In  nearly  every  country  school 
there  are  some  pupils  who  are  woefully  behind  in  their 
education,  boys  and  girls  nearly  grown,  who  have 
scarcely  learned  to  read.  Circumstances  over  which 
they  perhaps  have  had  no  control  have  kept  them  out 
of  school,  while  class  after  class  has  gone  on  until  now 
they  are  years  behind.  At  the  beginning  of  each  term, 
their  unquenched  longing  for  knowledge  lures  them 
into  the  schoolroom  to  find  their  former  classmates  far 
in  advance,  making  rapid  and  cheerful  progress,  and 
themselves  classed  with  children  whom  they  knew  as 
babies.  What  shall  be  done  with  these  belated  ones  ? 

The  common  way  is  to  class  them  with  little  ones  and 


134  TEACHING  A  DISTRICT  SCHOOL 

let  them  sink  or  swim.  They  usually  flounder  a  while 
and  sink.  They  are  self-conscious  and  ashamed,  can- 
not share  in  the  enthusiasm  of  their  classmates  and  feel 
strange  and  out  of  place.  They  are  likely  to  be  re- 
garded with  pity  or  contempt,  either  of  which  is  hard 
to  bear,  and  so  they  grow  discouraged  and  give  it  up, 
hoping  to  find  some  more  favorable  opportunity. 

There  is  no  doubt  but  that,  for  a  time  at  least,  an  ex- 
tra amount  of  attention  should  be  shown  them.  Spare 
no  pains  to  have  them  learn  something  each  day  and 
point  out  their  progress  to  them.  Give  some  special 
word  of  encouragement  every  evening  and  predict  still 
greater  success  for  the  future.  Watch  for  the  slightest 
sign  of  discouragement  and  drive  it  away  with  assur- 
ances that  they  are  doing  excellently  and  if  only  they 
will  persevere,  they  will  win. 

If  time  will  possibly  permit,  it  is  better  not  to  put 
these  grown-ups  in  classes  with  the  little  ones.  They 
will  be  more  comfortable  and  advance  more  rapidly  by 
themselves.  Much  of  the  work  given  the  smaller  ones, 
they  do  not  need  and  are  embarrassed  by  it.  The 
teacher's  manner  to  the  children  is  not  suited  to  them; 
they  need  to  be  addressed  according  to  their  age  rather 
than  to  their  advancement  in  learning.  Besides,  it  is  ab- 
surd to  have  them  going  over  little  sentences  about  dogs 
and  cats,  tops  and  dolls,  and  the  hundred  other  trifles 
that  are  perfectly  suited  to  the  children.  Paul's  state- 
ment expresses  it  admirably,  "When  I  was  a  child,  I 
thought  as  a  child,  I  spake  as  a  child;  but  when  I  be- 


LOVE  AS  A  FACTOR  IN  TEACHING       135 

came  a  man,  I  put  away  childish  things."  Give  them 
something  suited  to  their  age  and  manner  of  thinking, 
and  let  them  work  it  out,  extending  such  help  as  they 
need.  By  all  means  let  them  recite  by  themselves. 

Also,  they  should  be  constantly  reminded  that  they 
are  "catching  up."  In  fact,  the  whole  process  of  their 
learning  is  "catching  up"  knowledge  that  should  have 
been  acquired  long  ago.  If  a  belated  one  is  strong  in 
some  one  branch,  let  him  devote  as  much  time  as  he 
likes  to  it  for  a  while.  It  will  be  a  great  day  when  it  can 
be  said,  "  John  is  as  good  in  arithmetic,  or  in  reading, 
as  any  one  of  his  age."  This  gives  him  a  sure  footing, 
and  all  that  is  necessary  now  is  to  tell  him  he  must  bring 
up  other  studies.  A  little  reflection  will  show  that  this 
is  not  only  good  common  sense,  but  that  it  is  sound 
pedagogy. 

A  little  knowledge  of  what  has  been  done  by  some  of 
these  cases  of  arrested  education  should  be  a  great 
stimulus  to  any  teacher,  and  he  ought  to  be  glad  of  an 
opportunity  to  extend  a  helping  hand  to  any  within  his 
reach. 

A  Helpful  Story. — One  of  the  best  county  superintend- 
ents the  writer  has  ever  known,  is  fond  of  encouraging 
backward  ones  by  telling  his  own  experience.  His 
schooling  began  when  he  was  sixteen  years  of  age,  as  a 
result  of  an  accident  that  left  him  a  cripple  for  several 
months. 

The  father  was  not  in  favor  of  education;  he  would 
teach  his  boy  to  work.  But  when  work  was  out  of  the 


136  TEACHING  A  DISTRICT  SCHOOL 

question  and  the  boy  begged  to  go  to  school,  his  wish 
was  granted.  What  a  revelation  it  was!  He  looked 
with  wonder  and  envy  at  boys  of  his  own  age  who 
could  read  like  a  "house  afire,"  could  work  hard 
"sums,"  and  who  "rattled  off  big  words,  such  as  'can- 
cellation,' 'longitude  and  time/  'allegation  medial'  and 
'duodecimals.'  "  How  ashamed  he  was  of  his  ig- 
norance! Could  he  ever  acquire  such  knowledge? 
However,  he  applied  himself  with  all  his  might  and 
made  such  strides,  that  when  he  was  recovered  of  his 
injury  there  was  no  keeping  him  out  of  school.  He  was 
willing  to  work  hard  in  vacation,  but  when  school 
opened,  his  father  was  practically  compelled  to  yield. 
The  result  was  that  in  four  years  he  took  the  county 
examination  and  came  out  triumphant  with  a  third 
class  certificate.  Could  it  be  possible  that  he  was  now 
equipped  to  teach  a  district  school  ?  He  could  scarcely 
believe  it,  yet  there  was  the  proof,  signed  by  the  county 
superintendent  and  the  other  examiners.  He  secured 
a  school,  taught  it  to  the  satisfaction  of  the  district,  and 
with  the  money  earned  went  away  to  school.  This  he 
did  repeatedly  until  he  was  the  leading  teacher  in  the 
county.  His  speciality  was  encouraging  boys  and  girls 
who  had  never  had  a  "chance."  While  still  under 
thirty,  he  was  elected  to  the  county  superintendency, 
and  by  all  accounts  did  the  most  efficient  work  ever 
known  in  that  community.  Had  he  been  put  with  the 
little  ones  to  keep  pace  with  them,  no  such  record  could 
have  been  made. 


LOVE  AS  A  FACTOR  IN  TEACHING       137 

Other  Cases  in  Point. — Two  other  county  superintend- 
ents, known  to  the  writer,  learned  to  read  after  they 
were  eighteen  and  earned  certificates  before  they  were 
twenty-two.  One  of  the  brightest  young  lawyers  of  to- 
day went  to  "College"  when  he  was  seventeen  and 
was  put  in  a  primary  grade.  Four  years  served  to  com- 
plete the  "common  branches"  and  three  more,  inter- 
spersed with  teaching,  to  graduate  from  a  higher  course. 

Many  other  like  cases  could  be  given,  but  these  are 
sufficient  to  show  what  can  be  done  and  to  point  the 
way  toward  its  accomplishment.  All  will  not  do  equally 
well,  but  every  one  should  be  given  a  chance  to  make 
the  most  of  his  time  and  talents. 

The  Very  Poor. — Another  class  needing  a  large  amount 
of  sympathy  consists  of  those  who  are  very  poor  and 
who  in  consequence  lack  the  necessities  of  school  life, 
namely,  books  and  clothing.  The  only  thing  such 
children  can  have  in  abundance  is  love,  and  they  ought 
not  to  be  deprived  of  that,  though  it  is  often  denied 
them. 

The  district  school  is  and  should  be  the  most  demo- 
cratic institution  in  our  country.  Here  the  rich  and  the 
poor  meet  on  equal  terms.  They  sit  side  by  side,  study 
the  same  lessons  and  receive  the  same  instruction. 
Each  one  stands  upon  his  own  merits  without  regard 
to  the  kind  of  clothes  he  wears,  or  the  wealth  or  social 
standing  of  his  parents.  The  talent  of  the  poor  boy, 
whether  in  the  class  or  on  the  playground,  is  respected 
equally  with  that  of  the  rich.  Real  success  has  no  fa- 


138  TEACHING  A  DISTRICT  SCHOOL 

vors  to  bestow  upon  either  poverty  or  wealth.  It  de- 
pends upon  industry,  perseverance  and  nobility  of 
character.  These  cannot  be  bought  with  money,  nor 
can  the  poor  be  deprived  of  them  because  of  their 
poverty. 

If  certain  very  poor  children  lack  books,  it  is  the 
teacher's  duty  to  see  that  they  are  supplied.  This  re- 
quires tact.  The  poor  are  often  extremely  sensitive, 
and  will  quickly  repel  any  proposition  that  appears  to 
reflect  upon  their  poverty.  The  children  may  be  told 
to  ask  their  parents  to  supply  them  with  certain  books. 
If,  after  a  reasonable  time,  the  books  are  not  forth- 
coming, it  will  be  best  to  call  upon  the  parents  and 
kindly  request  that  the  children  should  have  them.  If 
the  parents  frankly  admit  that  they  are  too  poor  to  buy 
them  and  if  their  surroundings  bear  out  the  statement, 
some  offer  of  assistance  may  be  made.  It  may  not  be 
necessary  or  wise  to  use  the  district  funds  for  the 
whole  amount.  It  is  better  for  people  to  help  them- 
selves as  far  as  possible.  There  are  not  many  in  the 
country  so  reduced  that  they  cannot  afford  the  small 
sum  necessary  for  schoolbooks. 

If  the  children  are  kept  at  home  for  want  of  cloth- 
ing, it  is  a  still  more  delicate  matter.  If  the  teacher  is 
friendly  and  appears  to  take  a  real  interest  in  the  little 
ones,  the  mother  will  admit  that  they  lack  suitable 
clothing.  The  matter  may  then  be  fully  discussed  and 
the  wisest  course  chosen.  The  one  great  point  should 
be  adhered  to,  the  children  must  be  in  school. 


LOVE  AS  A  FACTOR  IN  TEACHING       139 

The  Bright  Pupils.— While  we  are  caring  for  the  little 
ones  and  for  those  who  have  advanced  to  the  second 
and  third  grades,  for  the  ones  who  are  behind  and  the 
pupils  who  lack  books  and  clothing,  we  must  not  for- 
get the  bright  and  fortunate  pupils.  Some  one  may  say 
they  can  take  care  of  themselves.  But  that  would  not 
be  right.  They  are  entitled  to  their  share  of  attention 
and  affection  no  less  than  the  others.  It  is  sometimes 
urged  that  they  will  keep  up  anyway,  whether  they 
have  the  teacher's  assistance  or  not.  Very  likely  they 
would,  but  the  fact  that  they  do  keep  up  does  not  re- 
lieve the  teacher  from  the  discharge  of  his  duty  to  them. 
If  they  do  well  without  assistance,  they  will  do  much 
better  with  it.  What  farmer  would  neglect  his  best 
stock  to  give  all  his  time  and  care  to  that  which  is  less 
promising  ? 

On  the  other  hand,  some  teachers  give  too  much  to 
the  bright  ones,  because  they  are  companionable  and 
respond  readily  to  instruction.  This  also  is  wrong. 
Every  child  should  have  his  full  share  of  the  teacher's 
heart  and  mind  and  no  more.  His  love  must  be  be- 
stowed impartially.  It  is  not  possible  for  a  teacher  to 
love  his  pupils  too  much,  provided  his  affection  is  dis- 
tributed properly. 

If  certain  ones  learn  more  readily  than  others,  they 
should  be  given  more  work;  otherwise  they  are  liable 
to  fall  into  loose  habits.  They  will  learn  their  task  and 
waste  the  remainder  of  the  period,  and  this  happening 
continually  will  result  in  a  greater  disadvantage  than 


140  TEACHING  A   DISTRICT   SCHOOL 

being  slow  to  learn.  One  of  the  best  habits  any  child 
can  learn  is  that  of  industry.  No  amount  of  bright- 
ness can  make  up  for  the  lack  of  it.  Bright  children 
often  end  in  disappointment  to  parents  and  teachers, 
and  people  wonder  why  they  have  not  fulfilled  their 
early  promise.  If  by  their  brightness  they  have  learned 
to  avoid  the  drudgery  of  toil,  no  further  explanation 
need  be  sought.  The  old  saying,  "There  is  no  excel- 
lence without  great  labor,"  needs  to  be  drilled  into  the 
minds  of  the  bright  students  no  less  than  into  the  minds 
of  the  slower  ones. 

From  the  above  it  is  readily  seen  that  bright  pupils 
must  be  kept  at  work.  This  is  one  of  the  duties  that 
severely  taxes  the  teacher.  He  is  often  at  his  wits'  end 
to  know  how  to  provide  work  that  is  suitable.  It  is 
out  of  the  question  to  have  separate  recitations  for  all, 
permitting  each  one  to  go  as  fast  as  he  can.  They 
must  be  kept  in  classes. 

Though  it  is  difficult,  the  ingenious  teacher  will  find 
some  way  of  keeping  the  ready  ones  at  work.  He  may 
"make  up"  problems  in  arithmetic,  set  them  to  draw- 
ing a  special  map  in  .geography,  to  hunting  up  events 
in  history,  or  he  may  supply  them  with  extra  reading 
matter,  requiring  a  brief  account  of  all  that  is  done. 
In  this  way  each  one  has  an  opportunity  to  Cultivate 
his  talents  to  the  extent  of  his  ability,  and  no  pupil 
should  be  debarred  from  that  privilege. 

The  Most  Advanced  Pupils. — Lastly,  we  have  to  con- 
sider the  pupils  that  are  most  advanced,  those  that 


LOVE  AS  A  FACTOR  IN  TEACHING       141 

are  within  a  year  or  two  of  completing  the  common 
school  course.  They  need  wise  and  loving  counsel  in 
their  plans  for  the  future.  Usually  they  do  not  know 
just  what  occupation  or  profession  they  wish  to  follow, 
and  it  is  not  necessary  that  they  should.  Their  minds 
are  not  sufficiently  developed  to  make  certain  any  par- 
ticular bent.  What  they  need  is  a  general  education 
that  will  develop  all  the  faculties  and  give  them  a 
broader  outlook. 

They  should  be  encouraged  to  talk  about  the  future 
in  connection  with  their  own  lives.  It  is  the  teacher's 
opportunity  to  tell  them  of  the  possibilities  in  store  for 
them.  Country  children  living  far  from  the  centers  of 
industry,  if  left  to  themselves,  have  but  few  ideals 
from  which  to  choose.  They  must  form  their  ideals 
from  the  life  they  see  about  them,  and  this  consists  of 
farmers  and  a  few  each  of  teachers,  doctors,  lawyers, 
preachers  and  country  merchants.  Some  of  these  are 
not  the  best  representatives  of  their  class,  and  if  none 
of  them  appeal  to  a  youth,  he  is  left  to  drift. 

The  teacher  should  tell  his  pupils  of  the  great  indus- 
tries and  enterprises  of  the  world,  of  the  opportunities  to 
do  good  and  to  make  a  name  among  men.  He  should 
point  out  clearly  the  qualifications  necessary  to  suc- 
cess— faithfulness,  honesty,  industry.  He  should  dwell 
upon  the  advantages  that  a  good  education  and  thor- 
ough preparation  give.  He  should  lead  his  pupils  to 
think  carefully  about  the  advisability  of  going  on  with 
their  education.  In  their  lessons,  he  should  be  sug- 


142  TEACHING  A   DISTRICT   SCHOOL 

gesting  continually  things  they  will  learn  when  they 
come  to  the  study  of  algebra,  geometry  and  Latin. 
Their  ambitions  will  thus  be  aroused  and  their  minds 
turned  into  proper  channels  of  thought.  Many  a  suc- 
cessful man  bears  grateful  testimony  to  the  fact  that 
some  wise  teacher  of  his  youth  first  placed  before  his 
mind  the  ideals  that  led  to  his  usefulness,  first  aroused 
in  his  heart  an  ambition  to  do  something  that  would 
make  the  world  better. 

The  Bad  Boy. — It  would  not  do  to  close  this  chapter 
without  a  word  concerning  the  "bad  boy"  and  the 
"dull  boy."  They  are  not  mentioned  together  here  be- 
cause they  are  usually  found  in  the  same  class.  More 
often  than  otherwise  the  worst  boy  has  a  bright  mind. 
Frequently  he  is  the  best  material  in  the  school.  The 
reason  he  is  "bad"  is  because  his  restless  energies  have 
not  been  directed  into  right  channels.  Not  having  any- 
thing good  as  an  outlet  to  his  energy,  he  has  taken  up 
with  whatever  came  to  hand,  frequently  falling  into  mis- 
chief. He  has  acquired  the  name  of  being  a  bad  boy 
and  has  accepted  it,  thinking  this  course  the  only  way 
to  have  a  good  time. 

The  best  chance  for  such  a  boy  is  a  loving  teacher 
who  can  see  his  good  points,  who  will  not  scold  and 
who  will  see  that  his  energies  are  directed  to  things 
worth  doing.  It  is  well  worth-while  to  expend  a  large 
amount  of  heart  power  on  the  "bad  boy."  If  you  suc- 
ceed, you  will  "save  one  soul  from  death  and  hide  a 
multitude  of  sins."  If  he  is  hardened  in  his  ways, 


LOVE  AS  A  FACTOR  IN  TEACHING       143 

there  is  all  the  more  demand  upon  the  power  of  the 
heart.  It  is  the  only  force  that  can  reach  him.  It  must 
be  the  kind  of  love  that  shows  no  weakness,  no  flinch- 
ing, sticks  to  him  through  thick  and  thin  and  calls  him 
firmly  to  task  when  guilty  of  willful  wrong. 

The  experience  of  the  writer  has  led  him  to  believe 
that  the  difference  between  a  good  boy  and  a  bad  one  fre- 
quently lies  in  the  teacher.  A  boy  soon  learns  whether 
or  not  a  teacher  has  the  power  to  enforce  his  own  re- 
quirements. If  he  has  that  power,  his  authority  will  be 
respected;  if  he  lacks  it,  his  wishes  will  be  disregarded 
and  the  boy  will  take  his  own  course.  It  often  happens 
in  graded  schools  that  boys  who  are  bad  under  a  teacher 
weak  in  government,  reform  at  once  when  promoted 
to  a  grade  taught  by  one  who  is  a  master  of  discipline. 
Boys  have  a  great  respect  for  one  who  is  master  of  the 
situation. 

The  Dull  Child.— The  dull  child  presents,  perhaps,  the 
most  difficult  problem  of  all.  To  succeed  with  him, 
three  qualities  are  necessary  in  almost  infinite  amount, 
love,  patience  and  perseverance.  No  one  need  despair 
of  a  dull  child,  for  no  one  can  tell  his  possibilities. 
John  Wesley  as  a  man  was  an  intellectual  giant,  tower- 
ing above  the  common  world  like  a  colossus;  but  as  a 
child,  he  was  considered  a  blockhead  by  his  own  father. 
The  story  is  told  of  his  mother's  trying  to  teach  him. 
With  infinite  patience  and  love  she  repeated  the  lesson 
over  and  over  again.  The  father,  vexed  with  this  ap- 
parently endless  and  fruitless  effort,  exclaimed,  "Why 


144  TEACHING   A   DISTRICT   SCHOOL 

do  you  tell  that  boy  the  same  thing  twenty  times  over?" 
"Because,"  replied  the  mother,  "if  I  stop  at  nineteen 
John  will  not  understand  it."  In  after  life  Mr.  Wes- 
ley attributed  his  attainments  to  the  love  and  faithful- 
ness of  his  mother. 

The  great  Dr.  Chalmers  of  Scotland  was  so  dull  as 
a  boy  that  he  was  actually  expelled  from  the  school  of 
St.  Andrews  because  of  his  stupidity.  As  a  man,  he 
attained  to  great  distinction  as  a  scholar,  preacher  and 
reformer,  and  was  elected  to  a  professorship  in  the  very 
school  from  which  he  was  expelled.  What  a  comment 
on  the  wisdom  of  his  teachers,  yet  they  were  doubtless 
as  wise  as  their  fellows,  or  as  teachers  are  now.  Scores 
of  such  examples  could  be  given. 

What  often  passes  for  dullness  is  not  a  lack  of  men- 
tal endowment,  but  comes  rather  from  a  slow  develop- 
ment of  the  faculties.  Minds  do  not  always  develop 
alike.  Many  of  the  master  minds  of  the  world  were 
long  in  maturing,  as,  for  example,  Sir  Walter  Scott,  who 
was  called  a  dunce  at  school;  Lord  Byron,  who  was 
seldom  anywhere  but  at  the  foot  of  his  class,  and  Lord 
Robert  Clive,  who  excelled  all  his  classmates  in  the 
time  he  spent  wearing  the  dunce-cap,  but  who  at  thirty- 
two  was  the  most  brilliant  general  in  the  British  army. 

Physical  Deficiencies. — Again,  apparent  mental  stupid- 
ity is  frequently  caused  by  partial  deafness  or  some  de- 
ficiency of  eyesight.  Children  seldom  know  how  well 
others  can  see  or  hear  and  hence  are  not  aware  of  any 
weakness  in  themselves.  Such  children  miss  much  of 


LOVE  AS  A  FACTOR  IN  TEACHING       145 

the  instruction  given  the  class  and  are  likely  to  be  inat- 
tentive. They  are  consequently  considered  stupid  or 
lacking  in  interest,  and  little  intelligent  effort  is  made 
to  arouse  them. 

If  a  child  appears  dull,  the  teacher  should  go  to  some 
pains  to  ascertain  the  cause.  Some  very  simple  tests 
for  eyes  and  ears  may  be  given.  Questions  asked  in 
low  tones  will  show  whether  the  hearing  is  acute.  Test- 
ing different  ones  as  to  how  far  they  can  hear  the  tick- 
ing of  a  watch  is  an  excellent  way  to  discover  any  lack 
of  hearing  in  any  of  the  pupils.  For  the  eyesight,  ob- 
serve how  far  letters  an  inch  high  can  be  seen  distinctly. 
If  they  cannot  be  read  at  ten  or  twelve  feet,  there  is 
something  wrong. 

When  any  lack  in  these  senses  is  discovered,  the  par- 
ents should  be  informed  and  the  skill  of  a  physician 
recommended.  In  the  meantime  the  teacher  should  do 
his  utmost  by  kindness,  sympathy  and  attentioh  to  make 
up  for  the  deficiency.  The  dull  of  hearing  should  have 
a  seat  near  the  front,  and  the  instruction  of  the  class 
should  be  given  in  his  direction  so  that  he  may  not  miss 
it.  The  child  whose  eyesight  is  poor  should  be  allowed 
to  sit  in  the  best  lighted  spot  and  to  approach  the  black- 
board at  any  time  he  desires  to  read  from  it.  In  these 
and  other  ways  love  conquers  all  difficulties. 

This  is  but  a  brief  outline  of  what  love  demands  and 
of  what  it  can  accomplish.  The  teacher  who  is  really 
great  in  heart  will  strive  to  learn  the  disposition  and 
character  and  all  that  pertains  to  the  growth  and  cul- 

Dist.  School — 10 


146  TEACHING  A  DISTRICT  SCHOOL 

ture  of  each  pupil,  and  he  will  find  it  the  fnost  interest- 
ing study  in  the  world.  His  increasing  knowledge  of 
their  good  and  bad  traits,  their  frailties  and  follies  as 
well  as  their  sterling  qualities,  will  appeal  more  strongly 
to  his  heart  and  cause  him  to  strive  earnestly  to  meet 
every  requirement.  If  he  does  this,  he  cannot  fail. 


CHAPTER  VII 
MAKING  THE  WORK  PRACTICAL 

Frequently  parents  complain  that  the  work  of  the 
school  is  not  practical.  Business  men  also  make  the 
same  criticism.  They  claim  that  when  they  employ  a 
student  from  the  public  schools,  they  find  him  lacking 
in  the  knowledge  of  the  common  things  of  life.  He 
may  be  well  enough  versed  in  text-book  matters,  rules 
and  definitions  and  theoretical  ideas,  but  his  knowl- 
edge is  not  practical.  He  has  not  grasped  his  subjects 
in  such  a  way  as  to  make  use  of  them  in  his  work. 

Such  criticism  is  frequently  unfair.  Young  people 
cannot  be  expected  to  have  a  complete  stock  of  practi- 
cal wisdom  until  they  have  had  an  opportunity  to  ac- 
quire it  by  experience.  Yet  there  is  no  doubt  reason 
for  the  complaint.  We,  as  teachers,  are  not  always  as 
careful  as  we  should  be  to  keep  our  instruction  in  line 
with  everyday  duties.  It  is  wise  to  consider  all  well- 
meant  criticisms  and  profit  by  them.  Removed  as  we 
are,  with  our  professional  duties,  from  the  great  busi- 
ness world,  there  is  doubtless  danger  of  our  becoming 
too  theoretical. 

The  purpose  of  this  chapter  is  to  show  how  to  make 
the  work  of  the  school  of  practical  use  to  the  pupils  in 

147 


148  TEACHING  A   DISTRICT  SCHOOL 

their  present  and  future  daily  life.    We  will  consider 
the  branches  separately. 


i.  READING 

We  learn  to  read  in  order  that  we  may  read.  If  we 
learn  to  read  and  make  no  use  of  our  accomplishment, 
it  will  profit  us  little.  We  live  in  a  reading  age.  By 
means  of  the  newspapers  we  keep  in  touch  with  the 
principal  happenings  of  the  world,  and  learn  something 
of  the  people  who  are  in  the  public  eye.  By  means  of 
magazines  and  books  we  get  the  best  thoughts  of  the 
leading  thinkers  and  writers.  Without  'these  means  we 
should  be  extremely  limited  in  knowledge  of  events  and 
ideas.  Those  who  cannot  or  do  not  read,  lose  a  very 
great  part  of  what  is  essential  to  a  happy  and  useful 
life. 

A  School  Library. — It  is  important  that  the  reading 
habit  be  acquired  early.  The  longer  it  is  put  off  after 
school  age  is  reached,  the  more  difficult  it  will  be.  As 
soon  as  children  have  learned  to  read  readily,  they 
should  be  supplied  with  reading  matter  suitable  to  their 
understanding.  To  this  end  there  should  be  in  every 
district  school  a  small  library  of  juvenile  books.  These 
should  be  chosen  with  a  view  to  their  charm,  as  well 
as  to  their  knowledge  and  moral  teaching,  otherwise  the 
end  sought  will  be  frustrated  in  the  beginning.  If  the 
thought  is  heavy  or  the  matter  dull,  the  children  will 
give  it  up  in  disgust.  The  safest  course  is  to  seek  the 


MAKING  THE  WORK  PRACTICAL  149 

advice  of  an  experienced  librarian  or  teacher.  When 
the  books  are  obtained,  the  teacher  should  see  that  they 
are  distributed  wisely  and  a  record  kept  of  the  name 
of  each  student  and  of  the  book  he  has  drawn. 

Discussion  and  Application. — The  teacher  should  keep 
track  of  the  reading  by  asking  questions  each  day  or  at 
appointed  times.  It  will  be  much  better  if  the  teacher 
has  read  the  books  before  they  are  given  out,  as  he  will 
be  able  to  discuss  them  with  so  much  greater  intelli- 
gence. Discussion  of  books  or  articles  adds  very  much 
to  the  delight  as  well  as  to  the  profit  of  the  reader,  and 
others  hearing  it  and  seeing  the  interest  taken,  will 
want  to  read  also  in  order  to  join  in  the  discussion. 

It  is  an  excellent  thing  for  the  teacher  to  read  aloud 
some  good  and  appropriate  book,  using  ten  minutes  or 
so  each  day  for  the  purpose.  In  some  districts  certain 
of  the  patrons  may  object  to  this,  but  if  the  purpose  is 
kindly  explained  and  the  value  shown,  such  objection 
is  not  likely  to  prove  serious.  Before  the  reading  let 
some  pupil  give  a  brief  account  of  what  was  read  the 
previous  day,  the  teacher  making  such  additional  ob- 
servations as  he  may  think  best.  Many  a  pupil  has  been 
helped  on  the  road  to  usefulness  by  this  means. 

The  school  readers  are  always  well  supplied  with  good 
literature  which  should  have  attention.  No  lesson 
should  be  read  without  discussion  and  without  having 
the  practical  parts  applied  to  the  lives  of  the  pupils, — 
with  this  one  caution,  that  they  should  as  far  as  possible 
make  the  application  themselves.  To  get  the  most  out 


150  TEACHING  A  DISTRICT  SCHOOL 

of  this  work,  it  is  essential  that  the  school  be  supplied 
with  new  reading  matter  frequently,  as  often  as  once  a 
year  if  possible.  Here  is  where  supplementary  readers 
are  of  great  value. 

Owning  Books. — The  children  should  be  encouraged 
to  own  a  few  books.  Some  of  the  world's  best  read- 
ing matter  may  be  bought  in  books  that  cost  from  five 
to  ten  cents.  Almost  any  child  can  raise  that  much. 
If  the  teacher  has  one  or  two  copies  to  show  what  they 
are  like  and  a  catalogue  to  select  from,  it  ought  not  to 
be  a  difficult  thing  to  induce  a  few  of  the  pupils  to  in- 
vest their  pennies  in  this  way.  Those  that  purchase 
may,  after  reading,  exchange  with  each  other,  thus  get- 
ting the  use  of  several  books  for  the  price  of  one.  This 
process  will  spread  until  all  will  have  some  good  litera- 
ture. 

All  this  is  some  trouble,  but  is  it  not  worth  a  great 
deal  to  be  able  to  direct  the  minds  of  the  children  of  a 
district  into  right  channels;  to  introduce  them  to  the 
best  works  of  the  great  writers  that  their  minds  may  be 
molded  better  than  they  could  otherwise  be  ?  Let  no 
teacher  think  he  has  discharged  his  duty  when  he  has 
taught  the  children  how  to  read.  They  must  be  taught 
also  the  habit  of  reading. 

It  is  important  that  trashy  literature  should  not  get 
into  their  hands  to  poison  their  minds  and  create  a 
taste  that  will  prove  harmful.  It  is  one  of  the  roads  to 
ruin  and  should  be  guarded  against  the  same  as  any 
other  vice.  The  teacher  should  keep  a  sharp  lookout 


MAKING   THE   WORK   PRACTICAL  151 

for  it  and  if  it  appears  destroy  it,  but  he  should  always 
put  something  good  in  its  place. 

Reading  at  Home. — Reading  should  be  encouraged  also 
in  the  homes.  The  teacher  may  frequently  give  himself 
the  pleasure  of  sending  a  paper  by  one  of  the  pupils, 
with  a  marked  article  for  the  father  to  read,  at  the  same 
time  requesting  his  opinion  concerning  it.  If  this  is 
done  tactfully  a  few  times,  it  may  be  the  means  of  get- 
ting the  paper  permanently  into  the  home.  If  the 
father  is  not  a  reader,  ask  the  son  or  daughter  to  read 
the  article  aloud  to  the  parents  and  find  out  what  they 
think  about  it.  If  they  are  pleased,  repeat  the  experi- 
ment until  a  taste  is  formed.  They  will  come  to  look 
upon  it  as  a  pleasure  and  by  and  by  as  a  necessity,  and 
it  will  prove  a  great  blessing  to  both  parents  and  chil- 
dren. 

2.  GRAMMAR 

The  Value  of  Correct  English. — This  branch  is  so  thor- 
oughly practical,  so  necessary  in  the  daily  life  of  every 
person,  that  it  needs  no  other  excuse  for  occupying  a 
large  space  in  the  curriculum.  We  study  grammar 
that  we  may  speak  and  write  the  English  language 
correctly.  Every  grown  American  ought  to  be  able  to 
do  that.  Everybody  must  talk,  hence  everybody  must 
use  the  English  tongue,  since  it  is  the  language  of  our 
country.  It  is  a  blessed  thing  to  be  brought  up  by 
educated  people  and  to  be  associated  with  them,  but 
even  then  one  cannot  understand  a  language  without 


152  TEACHING  A   DISTRICT   SCHOOL 

making  a  study  of  it,  therefore  it  is  taught  in  all 
schools. 

1  To  speak  correctly  is  the  first  mark  of  an  educated  per- 
son. He  may  know  little  of  mathematics  and  the  world 
be  none  the  wiser.  He  may  be  ignorant  of  any  one  or 
of  many  of  the  so-called  higher  branches  and  still  be  a 
cultured  person.  But  let  him  open  his  mouth  to  speak 
and  commit  a  single  blunder,  and  his  doom  is  sealed, 
he  is  classed  with  the  uneducated.  The  world  cannot 
take  the  time  to  look  into  every  man's  record  to  dis- 
cover what  he  has  studied  and  what  he  has  not.  The 
one  great  test  is  ever  at  hand, — does  he  speak  correct 
English?  We  have  only  to  ask  a  question  or  wait  for 
a  passing  remark,  and  very  often  the  matter  is  set- 
tled. 

A  private,  seeking  promotion,  was  brought  before 
an  army  officer  for  examination.  The  officer  asked 
the  private  if  he  knew  where  a  certain  man  was.  The 
latter  answered,  "I  seen  him  yesterday,  but  I  haven't 
saw  him  to-day."  He  was  dismissed  at  once,  the  offi- 
cer remarking  that  a  man  who  murdered  the  "King's 
English"  like  that  was  not  fit  to  give  orders.  V 

Another  illustration  is  that  of  a  young  lady  who  for 
several  years  had  been  teaching  in  the  country,  but  who, 
wishing  a  position  in  the  city  schools,  applied  to  the 
superintendent.  He  at  once  inquired  pleasantly  if  she 
had  seen  any  of  the  members  of  the  Board.  <She  re- 
plied, "No,  I  haven't  saw  any  of  them."  Her  exami- 
nation went  no  farther  and  her  excellent  "testimonials" 


MAKING   THE   WORK  PRACTICAL  153 

availed  nothing.  She  had  failed  to  recommend  her- 
self by  avoiding  common  errors  of  speech. 

Let  it  be  understood  that  grammar  is  no  test  of  the 
character  of  an  individual.  A  man  may  be  a  good  citi- 
zen, thoroughly  honest  and  upright  and  worthy  of  re- 
spect, and  know  nothing  of  the  rules  of  grammar.  It 
is^  only  a  test  of  education  and  culture.  The  private 
may  have  been  and  no  doubt  was  a  brave  and  faithful 
soldier/and  the  young  lady  teacher  was  doubtless  ,kind 
to  the  children  and  above  reproach  in  conduct;  but  Isoth 
lacked  one  of  the  first  essentials  for  the  positions  sought, 
namely,  the  ability  to  speak  correct  English./*  , 

The  Difficulties  of  the  Study.— It  is  often  asserted  that 
grammar  is  the  poorest  taught  of  any  of  the  branches 
in  the  district  schools.  Pupils  come  out  fairly  profi- 
cient in  geography  and  arithmetic,  but  extremely  lame 
in  the  essentials  of  grammar.  There  are  two  reasons 
for  this:  first,  the  teachers  themselves  were  poorly 
taught;  and  second,  grammar  is  a  difficult  study,  par- 
ticularly in  its  applications.  This  is  accounted  for  by 
the  many  peculiarities  of  our  language,  such  as  the  dif- 
ferent ways  of  forming  the  singular  and  plural  number, 
the  use  of  regular  and  irregular  verbs,  and  of  the  nom- 
inative and  objective  cases  in  pronouns.  Pupils  are 
plunged  into  grammar  and  confronted  with  a  mass  of 
definitions,  rules  and  statements  which  to  them  has  no 
connecj^on  with  everyday  speech,  and  which  so  con- 
fuses them  that  they  are  helplessly  lost,  like  the  boy 
who  declared  "I  can't  see  no  sense  in  grammar." 


154  TEACHING  A  DISTRICT  SCHOOL 

Correcting  Simple  Errors. — Much  can  be  done  by  be- 
ginning early  and  keeping  the  work  simple  enough  for 
the  understanding  of  the  children.  First  reader  pupils 
may  learn  the  correct  use  of  "is"  and  "are,"  "has" 
and  "have,"  "was"  and  "were,"  and  the  like,  holding 
to  a  few  until  they  are  learned.  The  second  reader  class 
may  learn  the  forms  of  a  few  irregular  verbs,  such  as 
"see"  and  "do."  One  of  the  commonest  errors  is  that 
of  using  the  perfect  participle  for  the  past  tense,  as  "I 
seen"  and  "I  done,"  for  "I  saw"  and  "I  did."  These 
should  be  corrected  continually  and  the  forms  for  the  dif- 
ferent persons  and  numbers  of  the  past  tense  repeated 
until  they  are  firmly  fixed  in  the  minds  of  all,  and  until 
they  have  learned  to  use  them  without  stopping  to  think. 

For  example,  when  a  pupil  says  he,  or  she,  or  we, 
"done"  this  or  that,  the  teacher  should  call  attention 
to  the  wrong  form  and  have  it  corrected.  Let  some  one 
inflect  the  past  tense  as  follows:  I  did,  you  did,  he  did, 
we  did,  you  did,  they  did.  In  ordinary  speech  there  is 
never  any  change  in  the  past  tense  of  a  verb  for  person 
and  number,  except  in  the  verb  "to  be."  Let  it  be  ob- 
served that  the  perfect  participle  of  a  verb  is  never 
used  except  in  a  perfect  tense  with  "have"  or  "has," 
or  in  the  passive  voice  with  some  form  of  the  verb  "to 
be."  Constant  attention  to  these  common  errors  for  a 
few  months  will  work  wonders. 

Pronunciation  and  Meaning  of  Words. — Pronunciation 
likewise  is  a  part  of  grammar  and  must  not  be  neg- 
lected. It  is  perhaps  more  difficult  to  change  one's 


MAKING  THE  WORK  PRACTICAL  155 

habit  of  pronouncing  some  common  word  than  it  is  to 
correct  grammatical  errors.  If  one  has  always  said 
"crap"  for  "crop,"  or  "thar"  for  "there,"  it  is  no  easy 
matter  to  make  the  change.  However,  it  is  easiest  in 
early  life  and  for  that  reason  it  is  best  to  be  diligent  in 
drilling  correct  pronunciation  into  the  minds  of  the 
younger  pupils. 

AH  from  the  fourth  reader  up  should  be  taught  the 
use  of  the  dictionary.  Every  school  in  the  land  should 
be  provided  with  an  unabridged  dictionary,  but  if  one 
is  not  obtainable,  an  academic  can  be  made  to  answer. 
Encourage  the  children  to  look  up  the  meaning  and  pro- 
nunciation of  words.  This  will  aid  them  materially  in 
learning  the  diacritical  markings.  It  will  assist  them 
also  in  the  study  of  words,  their  derivation,  relation,  etc. 

3.  GEOGRAPHY 

A  Practical  Beginning. — Many  teachers  find  it  most 
practical  in  teaching  geography  to  begin  with  the  im- 
mediate surroundings.  The  first  thing  to  observe  is 
the  configuration  of  the  land, — plains,  hills,  mountains, 
valleys,  slopes.  The  next  thing  is  to  learn  directions. 
After  the  points  of  the  compass  are  understood,  the 
various  directions  may  be  acquired  more  readily  if  the 
children  are  asked  to  point  them  out,  or  to  walk  a  few 
steps  toward  a  certain  point  as  north,  northeast,  south, 
southeast,  southwest.  Objects  also  may  be  pointed  out 
and  their  direction  from  the  school  house  determined. 


156  TEACHING  A  DISTRICT  SCHOOL 

When  direction  is  sufficiently  understood,  distance 
should  be  taught.  The  units  for  short  measurements  of 
land  should  be  shown  accurately.  The  "foot"  and 
"yard"  are  easily  obtained  by  lines  on  the  blackboard 
and  by  sticks.  Many  measurements  of  nearby  objects 
should  be  made  by  the  children.  For  the  "rod"  a 
light  pole,  of  exact  length,  may  be  used.  With  this, 
many  distances  from  one  to  twenty  rods  should  be 
ascertained,  allowing  the  children  to  guess  and  writing 
down  each  guess  before  measuring. 

In  the  United  States  the  ordinary  unit  for  geographi- 
cal measurements  is  the  mile.  It  will  pay  to  take  some 
time  and  pains  to  have  the  pupils  acquire  a  pretty  ac- 
curate idea  of  this  unit.  If  there  is  no  known  mile 
within  reach,  let  them  measure  one  along  the  best  road 
available  from  the  schoolhouse,  setting  up  a  mark  at 
the  end.  Thus  the  foundation  will  be  laid  for  further 
study  and  comparison.  The  children  will  be  very  much 
interested  in  the  length  of  time  it  will  take  to  go  a  mile, — 
walking,  running,  riding  horseback,  on  a  bicycle,  in  an 
automobile  and  on  the  train.  This  cultivates  the  judg- 
ment both  in  respect  to  time  and  distance. 

We  may  next  proceed  to  study  the  surface  of  the  land, 
beginning  with  its  irregularities  of  hills,  valleys  and 
plains.  This  will  lead  naturally  to  the  action  of  water 
upon  the  slopes  and  in  the  valleys.  The  work  of  ero- 
sion can  be  seen  everywhere,  even  in  the  schoolyard. 
Its  progress  can  be  watched  during  a  shower,  when 
tiny  rills  make  their  way  into  larger  streams,  uniting 


MAKING   THE   WORK   PRACTICAL  1 57 

as  they  go  and  carrying  with  them  particles  of  soil  over 
which  they  pass.  This  will  lead  to  the  fact  that  all 
streams,  large  and  small,  are  made  in  this  way,  and 
to  many  other  interesting  discoveries. 

The  World  as  a  Whole. — When  once  the  children  are 
thoroughly  started,  it  will  not  be  possible  to  confine 
them  to  their  own  neighborhood.  They  will  want  to 
know  about  mountains  and  plains,  rivers,  lakes  and 
oceans,  and  we  shall  need  to  take  the  whole  world  as  a 
basis,  proceeding  carefully  and  tactfully.  Imagine  the 
surprise  it  must  be  to  a  child  to  learn  that  the  earth  is 
a  great  round  ball  and  that  by  far  the  greater  part  of 
its  surface  is  covered  with  water,  that  the  earth  turns 
on  its  axis  every  twenty-four  hours  and  goes  around 
the  sun  once  a  year.  It  requires  not  only  a  great  stretch 
of  the  imagination  to  see  it,  but  a  violent  strain  upon 
his  credulity  to  believe  it.  Is  it  to  be  wondered  at  if 
he  hesitates  and  doubts? 

It  took  wise  men  thousands  of  years  to  learn  these 
facts,  and  generations  to  convince  the  people  generally 
of  their  truth.  There  are  even  yet  uneducated  men  of 
fair  intelligence  who  are  not  convinced. 

It  is  well  to  keep  children  some  weeks,  or  even 
months,  studying  local  geography  before  bringing  them 
to  the  difficult  task  of  considering  the  earth  as  a  whole. 
Let  them  wonder  where  the  end  of  the  earth  is,  what 
is  beyond  and  what  it  rests  upon,  until  their  own  in- 
vestigations bring  them  to  the  necessity  of  an  explana- 
tion. Permit  them  to  exhaust  their  own  ingenuity  in 


158  TEACHING  A   DISTRICT   SCHOOL 

accounting  for  things,  before  telling  them  the  facts. 
It  will  teach  them  to  think. 

The  Use  of  the  Globe. — When  the  time  comes  to 
teach  them  the  shape  of  the  earth,  it  is  better  not  to 
use  a  globe  at  the  first.  Let  them  use  their  imagina- 
tions. It  will  require  time  and  stretch  upon  stretch  to 
take  it  in,  with  constant  changes  and  additions  to  the 
picture.  The  questions  they  will  ask,  while  groping  for 
an  understanding,  will  be  many  and  varied  and  will 
require  patience  and  knowledge  to  answer.  To  guide 
their  young  minds  through  these  searchings  for  truth 
is  a  privilege  any  teacher  may  well  covet. 

When  their  minds  are  satisfied  with  the  main  facts 
concerning  the  shape  of  the  earth,  its  position  and 
movements,  it  will  be  time  to  use  the  globe.  By  it  they 
will  get  the  forms,  the  relative  sizes  and  positions  of 
the  principal  bodies  of  land  and  water.  The  names  of 
the  oceans,  of  the  hemispheres  and  the  grand  divisions 
may  be  pointed  out,  though  it  is  not  necessary  to  spend 
time  in  committing  them  to  memory,  as  in  gaining 
other  knowledge  they  will  gradually  learn  their  names 
by  referring  constantly  to  them. 

That  three  fourths  of  the  surface  of  the  earth  is 
covered  with  water  is  always  a  matter  for  surprise  to 
children  and  appears  to  them  a  waste.  The  way  the 
water  gets  back  to  land  in  the  form  of  mist  and  rain, 
how  it  moistens  the  earth  and  returns  again  to  the  sea, 
will  make  a  number  of  most  interesting  lessons.  How 
the  ocean  has  become  a  safe  and  easy  highway  for 


MAKING  THE   WORK  PRACTICAL  159 

commerce  and  travel  -between  nations,  bearing  upon  its 
bosom  the  stately  ships  that  can  now  by  means  of  wire- 
less telegraphy  keep  in  touch  through  entire  voyages, 
with  each  other  and  with  the  land,  is  also  a  fascinating 
topic.  With  the  little  ones,  these  great  subjects  should 
only  be  touched  upon,  giving  the  main  facts  and  re- 
serving the  details  for  more  advanced  work. 

The  globe  is  necessary  likewise  in  teaching  the 
"circles"  of  the  earth.  We  may  begin  with  zones, 
being  careful  not  to  overtax  young  minds  by  burdening 
them  with  matters  too  deep  for  their  comprehension. 
There  will  be  plenty  of  time  to  learn  the  more  difficult 
parts  when  their  minds  are  further  developed,  and  when 
they  have  acquired  more  information.  The  equatorial 
line,  the  lines  that  bound  the  zones,  with  statements  of 
the  heat  and  cold  of  these  belts,  will  be  sufficient  for 
beginners,  particularly  if  the  questions  that  occur  to 
them  are  answered  to  their  satisfaction. 

When  to  Use  a  Text-Book. — We  are  now  ready  to 
study  the  earth  as  the  home  of  man  and  of  the  other 
animals  that  contribute  to  his  comfort  or  pain.  Up  to 
this  point,  a  book  in  the  hands  of  the  children  would 
be  a  hindrance  rather  than  a  help.  They  have  been  a 
long  time  gathering  the  information  outlined  in  the 
foregoing  paragraphs,  by  means  of  talks  with  the 
teacher.  But  now  they  are  far  enough  along  to  gather 
knowledge  by  reading.  The  modern  geography  with  its 
pictures  of  people,  places,  industries  and  animals  is  a 
most  delightful  book.  It  should  not  be  put  into  the 


l6o  TEACHING  A   DISTRICT   SCHOOL 

hands  of  the  children  without  a  number  of  talks,  or 
rather  hints,  concerning  the  delightful  things  it  con- 
tains, so  that  they  will  look  forward  to  it  with  eager- 
ness. 

When  a  child  comes  into  possession  of  a  new  book, 
it  should  be  an  important  event  in  his  life  and  the 
teacher  should  not  fail  to  take  notice  of  it  and  comment 
upon  it.  He  may  tell  of  the  first  book  he  ever  had,  how 
proud  he  was  of  it,  what  he  learned  from  it  and  how 
carefully  he  preserved  it.  A  little  forethought  of  this 
nature  may  save  reproofs  and  punishments  later  and 
be  fruitful  of  good  besides. 

A  text-book  in  geography,  even  if  it  is  the  most  ad- 
mirable of  its  kind,  is  not  sufficient  in  itself.  Its  knowl- 
edge must  be  adapted  to  these  particular  children  in 
this  particular  place,  and  supplemented  by  much  that 
the  teacher  can  supply  or  develop  by  class  discussion. 
Every  paragraph,  every  picture  and  map  should  be 
subjected  to  careful  study  and  questioning,  to  see  that 
the  meaning  is  grasped  and  that  the  knowledge  therein 
contained  is  added  to  what  they  have  previously  ac- 
quired. Everything  in  the  book  in  some  way  touches 
their  lives  and  the  connection  should  be  made  clear. 
It  takes  a  live  teacher  to  do  this,  but  it  pays  and  any- 
thing less  is  not  real  teaching. 

Application  of  Knowledge  Acquired. — This  idea  of  mak- 
ing the  work  of  the  schoolroom  practical  by  con- 
necting it  with  everyday  life,  should  continue  through 
all  the  classes  and  for  this  purpose  there  is  no  better 


MAKING   THE   WORK  PRACTICAL  l6l 

study  than  geography.  Ask  the  more  advanced  pupils 
what  state  they  would  choose,  if  they  wished  to  engage 
in  the  occupation  of  wheat  raising,  of  corn,  of  cotton, 
of  sugar  cane,  and  so  on  with  the  various  products  of 
fruit  raising,  grazing  and  mining.  Where  are  the  prin- 
cipal sources  of  lumber,  and  since  the  supply  of  tim- 
ber is  being  exhausted  much  more  rapidly  than  new 
crops  can  be  grown,  how  is  the  future  demand  to  be 
met? 

Call  attention  to  the  difference  in  value  between  raw 
material  and  the  same  when  it  is  manufactured  into 
necessary  articles.  The  cost  of  enough  wood  and  iron 
in  the  raw  state  to  make  a  wagon  would  be  but  a  few 
dollars.  When  manufactured,  that  is,  when  skill  has 
been  added,  it  is  worth  ten  or  twenty  times  as  much. 
Let  us  suppose  the  owner  of  the  timber  and  of  the  iron 
ore  lives  in  the  Appalachian  mountains.  He  hauls  the 
raw  materials  to  market  and  sells  them  for  a  small  sum. 
It  is  shipped  to  a  distant  city  in  some  other  state  and 
in  a  few  months  he  may  buy  it  again  in  the  manufac- 
tured form  at  a  large  price,  paying  in  addition  to  the 
skill,  the  freight  both  ways.  In  actual  labor,  it  cost 
more  to  get  out  the  raw  material  than  to  manufacture 
it  into  the  finished  article.  What  makes  the  difference 
and  what  is  the  remedy? 

Geography  is  a  fine  study  to  induce  thought.  Why 
are  the  great  cities  located  where  they  are  ?  Why  does 
one  town  rapidly  grow  into  a  city  and  another,  with 
apparently  as  good  surroundings,  remain  neglected? 

Dist.  School — ii 


1 62  TEACHING  A  DISTRICT  SCHOOL 

Why  should  some  sections  develop  their  resources  more 
rapidly  than  others?  What  effect  does  a  productive 
soil  have  upon  the  civilization  of  a  section?  Why 
should  "The  Star  of  Empire"  take  its  course  toward 
the  west?  These  and  a  thousand  other  questions  al- 
most suggest  themselves,  making  the  study  intensely 
practical  and  extremely  useful  in  developing  the  reason- 
ing powers. 

Combining  Geography  and  History. — In  teaching  the 
geography  of  a  country,  it  is  a  great  help  to  connect 
with  it  some  of  its  principal  historical  events,  and  also 
its  present  doings  with  its  rulers  and  leading  charac- 
ters. Every  civilized  country  teems  with  interest  both 
in  its  past  and  present,  if  only  we  know  the  one  and 
through  the  columns  of  some  leading  paper  keep  in 
touch  with  the  other.  Germany,  Russia,  Italy,  China 
and  Japan  and  all  the  others  are  before  the  world. 
The  problems  of  one  are  the  problems  of  all, — each 
can  learn  from  the  others  and  be  helpful  to  the  others. 
The  whole  world  is  closely  akin  and  acquaintance 
makes  more  real  the  brotherhood  of  man. 

4.  HISTORY 

The  Way  to  Begin. — The  study  of  history,  like  that  of 
other  studies,  should  not  begin  in  a  book.  History  is 
not  made  in  books,  though  much  of  it  is  recorded  there. 
It  is  written  so  that  it  may  not  be  left  to  the  uncertain 
memory  of  man;  that  future  generations  may  have  a 


MAKING  THE  WORK  PRACTICAL  163 

truthful  account  of  the  lives  of  their  ancestors,  and 
that  all  the  world  may  have  the  story  of  the  rise,  growth 
and  life  of  a  nation.  The  civilization  of  the  world  is 
built  upon  the  doings  of  the  past,  and  each  individual 
character  is  moulded  almost  as  much  by  what  has  been 
as  by  what  is  now. 

For  ages  very  little  of  the  history  of  the  world  was 
written.  It  was  handed  down  from  generation  to  gen- 
eration by  tradition.  It  was  told  around  the  fireside  by 
parents,  visitors  and  travelers,  listened  to  and  talked 
over  by  the  children,  who  in  turn  gave  it  to  others. 
This  was  a  delightful  way  to  learn  and  we  can  imagine 
with  what  breathless  interest  the  young  people  lis- 
tened, when  some  bright  traveler  visited  the  home  and 
regaled  them  with  choice  tales  of  the  long  ago.  There 
was  a  great  temptation  on  the  part  of  the  narrator  to 
color  up  the  stories,  to  make  the  listeners'  eyes  widen 
with  wonder  and  to  inspire  them  with  awe  of  one  who 
knew  of  such  marvelous  happenings. 

The  truth  of  these  tales  could  not  be  trusted  and 
even  when  history  began  to  be  written,  so  much  of  it 
was  tradition  that  it  has  taken  a  long  time  to  sift  the 
true  from  the  false  and  in  many  cases  the  real  truth  can 
never  be  known.  But  whether  true  or  false,  the  tales 
are  valuable  because  they  are  themselves  a  part  of  his- 
tory, showing  how  our  ancestors  lived  and  learned. 
But  modern  history  can  be  relied  upon,  since  its  first 
essential  is  accuracy  and  no  pains  are  spared  to  get  at 
the  truth. 


164  TEACHING  A  DISTRICT  SCHOOL 

But  we  are  not  ready  yet,  and  never  shall  be,  to  dis- 
card the  old  way  of  teaching  by  word  of  mouth.  No  one 
knows  so  well  as  the  teacher  how  matter  should  be  pre- 
sented to  children.  Frequently  the  words  of  the  book 
are  not  adapted  to  their  understanding,  and  there  is  not 
enough  of  detail  to  give  it  life  and  meaning.  Then  the 
kindly  voice,  with  its  proper  emphasis  and  inflection, 
and  the  loving  smile  add  to  the  charm  of  the  narrative. 

The  teacher  gets  his  information  from  books,  but  he 
is  not  confined  to  them  for  his  words  or  his  manner 
of  telling.  If  he  is  describing  the  discoveries  and  early 
settlements  of  America,  he  may  add  a  hundred  details 
not  given  in  the  books  that  will  make  the  mental  pic- 
tures more  vivid  and  lasting.  He  must  be  careful  not 
to  give  any  wrong  impressions  or  false  colorings.  The 
actual  happenings  are  sufficient,  if  told  in  an  interesting 
manner  and  with  the  proper  amount  of  real  coloring. 

History  thus  taught  may  begin  with  the  youngest  pu- 
pils and  be  kept  up  for  several  years  before  a  text-book 
is  put  into  their  hands.  Their  little  minds  should  not 
be  crammed  with  history,  but  they  may  have  a  story 
for  their  especial  benefit  once  a  week.  This  will  give 
them  time  to  talk  about  it,  think  about  it,  digest  it 
and  be  ready  for  the  next.  Each  story  should  have  one 
main  point  and  only  one,  so  that  the  mind  will  not  be 
overtaxed  in  grasping  and  remembering  it.  Every  item 
told  should  contribute  to  this  main  point,  so  that  even 
if  the  details  are  forgotten,  the  principal  thought  will 
remain. 


MAKING  THE  WORK  PRACTICAL  165 

The  First  Story. — Suppose,  for  example,  we  wish  to 
begin  with  Columbus  and  the  discovery  of  America,— 
it  may  run  something  like  this:  "To-day  I  will  tell  you 
a  story  of  *  A  Very  Active  Boy.'  His  parents  named 
him  Christopher.  He  was  born  in  a  city  by  the  sea, 
where  there  were  many  ships  and  boats.  When  just 
a  little  fellow,  he  played  on  the  beach  watching  the 
waves  come  and  go  and  gathering  shells  as  they  were 
washed  up.  He  loved  to  watch  the  great  ships  come  to 
the  landing,  like  graceful  birds  with  white  wings,  and 
see  the  passengers  land  and  greet  their  friends.  But 
better  he  liked  to  hear  the  shouts  of  the  sailors  and 
watch  them  at  the  work  of  lading  and  unlading  the  big 
vessels.  He  thought  it  was  a  jolly  life  and  when  he  was 
a  man  he  would  be  a  sailor. 

"  He  enjoyed  seeing  the  fishing  boats  come  in,  their 
sides  well  down  in  the  water  with  the  weight  of  shining 
fish.  Sometimes  huge  war  vessels  came  and  went.  He 
would  see  the  officers  with  their  glittering  swords,  and 
the  soldiers  in  their  bright  uniforms  drilling  and  march- 
ing to  the  strains  of  music,  and  then  he  would  want  to 
be  a  soldier.  Or  he  would  see  a  merchant  ship  unload- 
ing its  cargo  of  teas  and  spices  and  fabrics  from  other 
lands.  He  loved  to  listen  to  the  sailors  spinning  yarns 
of  adventure  by  sea  and  land,  and  telling  strange  tales 
of  other  peoples  and  other  countries.  All  these  things 
made  him  love  the  sea  and  filled  him  with  a  desire  to 
be  a  great  man  and  do  wonderful  things. 

"  He  early  learned  to  swim,  to  row  and  to  sail  a  boat. 


1 66  TEACHING  A  DISTRICT  SCHOOL 

His  active  life  made  him  strong  and  healthy  and  fear- 
less. Sometimes  he  would  teach  younger  boys  how  to 
swim,  and  if  one  ventured  too  far  and  was  in  danger 
of  drowning,  he  would  plunge  into  the  waves  and  bring 
him  to  the  shore.  From  all  that  he  did  and  heard  and 
saw,  he  learned  many  valuable  lessons  that  proved  of 
great  help  to  him  in  after  years. 

"  His  schooling  was  not  neglected.  He  learned  to 
read  and  write  and  solve  hard  problems  in  arithmetic. 
But  best  he  liked  geography  and  history.  The  geogra- 
phy told  of  other  lands  and  seas,  and  the  history  de- 
scribed the  deeds  of  great  men.  In  these  ways  he  grew 
to  be  a  strong  and  well-informed  young  man.  Next 
week  I  will  tell  you  more  about  him." 

The  Second  Story. — The  subject  of  the  next  story  may 
be  "Christopher  as  a  Sailor."  If  by  this  time  the  chil- 
dren want  to  know  the  name  of  the  city  where  he  was 
born,  it  may  be  given  them  with  a  map  or  picture, 
showing  that  it  was  the  "Gateway  to  Italy."  Proceed- 
ing with  the  story,  tell  how  young  Columbus  (they  will 
have  his  full  name  by  this  time),  at  the  age  of  fourteen 
became  a  sailor,  and  kept  up  his  studies  of  astronomy, 
geometry  and  philosophy,  everything  that  could  im- 
prove his  mind  and  help  in  his  chosen  profession;  how 
between  voyages  he  made  maps  and  charts  and  sold 
them  to  help  defray  his  expenses,  for  he  was  poor. 
Tell  them  how  his  studies  led  him  to  believe  he  could 
go  to  Asia  by  sailing  to  the  westward,  more  quickly 
and  easily  than  by  the  caravan  route  that  was  so  long 


MAKING   THE   WORK   PRACTICAL  167 

and  wearisome;  how  people  laughed  at  him  for  his  pe- 
culiar notions  in  believing  the  world  was  round  and 
that  he  could  find  Asia  by  sailing  to  the  westward  and 
how  the  Atlantic  ocean  was  considered  a  boiling  flood 
dangerous  to  navigate. 

The  Third  Story. — The  third  subject  may  be  "Co- 
lumbus tells  his  Story  to  the  King  and  Queen  of  Portu- 
gal." Dwell  upon  his  struggles  and  perseverance  and 
picture  the  scene  when  the  Queen  pledged  her  jewels 
to  pay  the  expenses  of  the  voyages,  and  the  difficulties 
of  getting  men  and  ships  for  so  perilous  an  undertak- 
ing. Let  this  lesson  close  with  all  preparation  com- 
plete, the  crowds  on  the  shore,  the  farewells,  and  the 
partings. 

The  above  is  sufficient  to  indicate  the  method  of 
starting  the  little  ones  in  the  great  subject  of  History. 
If  it  is  followed  faithfully,  it  will  be  a  delight  to  both 
teacher  and  pupils  and  will  never  lose  its  fascination. 
The  reason  the  study  is  disliked  by  so  many  is  because 
they  are  given  nothing  but  the  dry  bones  of  history, 
memorizing  facts,  names  and  dates  until  they  are  men- 
tally choked.  No  wonder  they  rebel.  Let  it  be  put  in 
appetizing  form  and  given  in  proper  portions,  and  it  is 
certain  to  be  relished. 

Use  of  a  Primary  History. — When  children  are  ready 
for  the  fourth  reader,  they  may  be  supplied  with  a 
primary  history.  From  this  they  should  both  read 
and  recite  in  the  class.  Questioning  may  precede  the 
reading,  in  order  to  ascertain  how  well  the  lesson  has 


1 68  TEACHING  A  DISTRICT   SCHOOL 

been  studied  and  whether  difficult  parts  are  understood. 
As  each  paragraph  is  read,  the  main  thought  should 
be  called  for  and  emphasized.  Pictures  and  maps 
should  never  be  overlooked,  each  contains  something 
helpful  to  the  understanding  of  the  narrative.  Side 
lights  from  books  and  pictures  should  be  brought  to 
class  by  both  teacher  and  pupils.  In  these  ways  the 
danger  of  flagging  interest  will  be  avoided. 

Influence  of  the  Study  Upon  Character. — The  most  prac- 
tical thing  about  history  is  its  influence  upon  the  char- 
acters and  lives  of  those  who  study  it.  By  becoming 
familiar  with  the  lives  of  the  men  who  have  been 
chiefly  instrumental  in  making  our  country  what  it  is, 
we  learn  to  emulate  their  virtues  and  avoid  their  mis- 
takes. Much  depends  upon  the  teacher  as  to  how  the 
children  will  look  upon  men  and  deeds.  If  he  lauds 
military  heroes  above  others,  they  will  look  upon  them 
as  the  really  great  ones,  while  the  achievements  of  the 
peaceful  will  be  less  regarded.  It  is  easy  to  fire  the 
imaginations  of  children,  especially  of  boys,  with  tales  of 
war  and  to  lead  them  to  overestimate  its  importance. 

Fortunately,  most  of  our  wars  have  been  for  princi- 
ple and  not  for  conquest;  consequently  there  is  less 
danger  in  their  recital.  Our  military  heroes,  likewise, 
have  been  for  the  most  part  not  soldiers  by  profession, 
but,  chosen  from  the  ranks  of  peace,  they  became  war- 
riors by  necessity.  Washington  was  a  lover  of  peace, 
greater  as  a  citizen  than  as  a  soldier,  more  zealous  for 
his  country's  welfare  than  for  his  own  aggrandizement. 


MAKING   THE   WORK   PRACTICAL  169 

Grant,  though  educated  at  a  military  academy,  was  a 
peaceful  citizen  at  Galena,  Illinois,  when  called  to  take 
part  in  the  great  conflict  of  the  Civil  war.  He  became 
the  greatest  general  in  that  war,  but  when  it  was  over 
and  he  was  elected  to  the  presidency,  his  motto  was 
"Let  us  have  peace." 

Until  recently  too  much  space  was  given  in  the  text- 
books to  wars  and  battles,  and  they  received  undue  at- 
tention in  the  schools.  The  present  tendency  to  give 
them  less  prominence  is  to  be  commended. 

Results  to  Be  Accomplished. — The  study  of  history 
through  the  course  should  accomplish  practical  results 
in  at  least  four  important  particulars. 

(1)  Pupils  should  learn  that  the  really  great  men  of 
a  nation  are  those  who  sacrifice  personal  interest  for 
the  good  of  the  country;  that  those  who  secure  office 
for  gain  or  for  self-aggrandizement  are  not  great,  but 
the  reverse;  that  a  patriot  is  one  who  seeks  to  pro- 
mote righteousness,  peace  and  prosperity;  that  the  of- 
fice-seeker, the  grafter  and  the  demagogue  are  not  to 
be  trusted  nor  honored;   that  many  of  our  greatest 
benefactors  never  sought  preferment  nor  held  office; 
that  every  peaceful^  law-abiding,  industrious  citizen  is 
an  honor  and  a  blessing  to  his  country. 

(2)  They  should  acquire  a  knowledge  of  our  institu- 
tions, how  they  came  into  being,  their  cost  and  means  of 
support  and  the  benefits  they  render.     All  the  ma- 
chinery of  government  from  the  presidency  down  to  the 
smallest  country  post  office  is  for  the  comfort  and  con- 


170  TEACHING  A  DISTRICT  SCHOOL 

venience  of  the  people,  to  promote  the  onward  march 
of  civilization.  All  our  public  institutions,  the  army 
and  navy,  penitentiaries,  asylums,  hospitals,  schools, 
highways  and  parks,  are  for  the  physical,  mental  and 
moral  well-being  of  the  entire  population. 

These  institutions  did  not  come  by  chance  and  are 
not  to  be  taken  for  granted.  They  represent  the  wis- 
dom and  labor  and  sacrifice  of  many  generations. 
Those  who  established  them  did  it  not  for  their  own 
nor  for  our  good  alone,  but  for  all  future  generations, 
and  it  is  our  duty  to  hand  them  down  to  our  succes- 
sors in  better  condition  than  we  found  them.  To  this 
end  it  is  the  duty  of  every  citizen  to  uphold,  support 
and  defend  them.  It  has  been  well  said  that  public 
office  is  a  public  trust;  that  those  whom  we  elect  to  of- 
fice are  our  servants,  and  of  them  we  have  a  right  to  ex- 
pect faithfulness,  industry  and  economy. 

(3)  Students  of  history  should  be  thoroughly  im- 
pressed with  the  idea  that  it  is  the  patriotic  duty  of 
every  man  to  make  the  best  possible  use  of  the  means 
provided  by  the  government  for  the  upbuilding  of  the 
national  character.  To  this  end  schools  have  been 
provided  that  every  child  may  have  an  education  that 
will  fit  him  for  citizenship.  It  is  the  nation's  choicest 
safeguard,  and  to  neglect  this  sacred  duty  is  unpatri- 
otic and  wrong.  Education  is  the  country's  gift  to  the 
child  and  to  deprive  him  of  it  is  to  sin  against  the  na- 
tion and  against  the  child.  They  should  be  taught  fur- 
ther that  it  is  the  duty  of  every  citizen  to  be  obedient  to 


MAKING  THE  WORK  PRACTICAL  171 

the  laws,  to  contribute  to  the  roads  and  other  public 
improvements,  to  pay  his  rightful  proportion  of  the 
public  taxes,  and  to  render  cheerfully  every  service  his 
country  may  require. 

(4)  It  should  be  shown  that  true  patriotism  consists 
in  being  as  well  as  in  doing.  If  one  truly  loves  his 
country,  he  will  try  to  be  the  kind  of  person  the  nation 
delights  in.  The  silent  influence  of  a  righteous  life  is 
infinitely  greater  than  any  amount  of  empty  boasting. 
Character  is  as  essential  to  the  nation  as  service,  and 
each  individual  must  contribute  his  share. 


CHAPTER  VIII 

^ 

MAKING  THE  WORK  PRACTICAL— Continued 

5.  ARITHMETIC 

From  the  days  of  our  fathers  till  the  present,  arith- 
metic has  been  the  great  study  of  the  district  school. 
More  time,  thought  and  attention  has  been  given  to 
it  than  to  any  other  branch.  It  has  been  considered 
the  .most  practical  and  the  most  important  branch,  be- 
cause business  cannot  be  carried  on  without  it.  It  is 
necessary  to  all  computations. 

Why  It  Is  a  "  Bugbear." — Yet  despite  the  attention  it 
has  received,  it  is  responsible  for  the  majority  of  fail- 
ures in  examinations  and  is  the  bugbear  of  a  multi- 
tude of  young  people  who  aspire  to  teach,  and  who 
wouldn't  mind  the  examination  if  it  were  not  for  arith- 
metic. So  many  have  been  the  heart-breakings,  that  a 
great  question  has  arisen  for  the  consideration  of  teach- 
ers' associations  and  institutes,  viz.,  "What  is  the  mat- 
ter with  arithmetic?"  It  is  not  difficult  to  find  enough 
that  is  the  matter,  but  the  remedy  is  not  so  easily  dis- 
covered. The  trouble  originated,  in  part,  from  the 
love  of  the  old-time  schoolmaster  for  solving  difficult 
problems  and  thus  proving  the  superiority  of  his  at- 

172 


MAKING   THE   WORK   PRACTICAL  173 

tainments;  from  the  early  text-books  that  were  made 
for  mature  minds  and  were  filled  with  hard  problems 
and  puzzles  to  show  the  ingenuity  of  the  authors;  from 
putting  these  books  into  the  hands  of  children  whose 
minds  were  not  sufficiently  developed  to  grasp  their 
intricacies,  thus  subjecting  them  to  discouragement  in 
the  beginning;  from  cramming  their  minds  with  a  mass 
of  rules  and  definitions  before  inducting  them  into  the 
processes  that  would  make  principles,  rules  and  defi- 
nitions plain  and  easy;  from  expecting  ripe  scholars  in 
arithmetic,  when  other  branches  just  as  important  have 
scarcely  been  touched. 

What  to  Teach  and  How  to  Teach  It. — It  is  not  the  in- 
tention of  this  work  to  argue  against  arithmetic.  It  is 
agreed  that  it  is  important  and  deserves  its  full  meed 
of  time  and  attention.  It  is  rather  a  question  of  what 
to  teach  and  how  to  teach  it, — whether  to  confine  our 
efforts  to  the  practical,  for  the  sake  of  business  later 
in  life,  or  to  use  such  exercises  as  will  cultivate  the 
mental  powers  without  much  reference  to  their  prac- 
ticability. Will  not  a  mind  that  is  trained  to  proceed 
from  the  known  to  the  unknown,  to  reason  from  cause 
to  effect,  to  go  from  step  to  step  in  logical  order  be 
able  to  grasp  the  details  of  the  practical  problems  of 
life,  even  if  it  has  not  met  them  all  in  its  training? 
No  reasonable  person  can  doubt  it. 

Moreover,  the  great  majority  of  problems  in  the  busi- 
ness world  are  not  arithmetical.  They  are  not  such  as 
are  found  in  books  with  the  answers  set  down.  The 


174  TEACHING  A  DISTRICT  SCHOOL 

practical  problems  in  arithmetic  will  not  teach  the 
farmer  anything  about  rotation  of  crops,  or  when  to 
plant  corn,  or  what  breed  of  sheep  will  yield  the  most 
profit.  They  will  not  show  the  merchant  where  to 
buy  his  goods,  how  to  be  polite  to  his  customers,  nor 
inform  him  as  to  the  best  selling  articles.  These  are 
samples  of  the  "practical  problems"  met  with  in  life 
and  which  require  a  trained  mind  for  their  solution. 

Is  it  not  evident,  then,  that  practical  arithmetic 
should  have  for  its  object  the  cultivation  of  the  mental 
powers  rather  than  skill  in  computing  the  cost  of  so 
many  bushels,  yards  or  pounds  at  so  much  per  item? 
If  the  problems  in  computation  are  as  good  as  any 
for  training  the  mind,  by  all  means  use  them — but 
let  that  be  the  test. 

Two  Objects  to  Be  Obtained. — Among  the  objects  to 
be  attained  in  the  study  of  arithmetic  are  two  that 
need  attention.  The  first  in  point  of  time  is  skill  in 
handling  numbers  and  in  setting  down  figures.  For 
the  sake  of  economizing  time  all  through  life,  every 
child  should  be  taught  to  compute  rapidly  and  accu- 
rately. This,  together  with  neatness,  should  be  taught 
in  the  early  years  of  school  life,  the  secret  of  success 
being  intelligent  and  enthusiastic  practice.  Hard  prob- 
lems are  not  only  not  necessary,  they  are  a  positive 
detriment  to  progress.  When  rapidity,  accuracy  and 
neatness  are  the  objects  sought,  no  other  stimulus  is 
necessary.  To  make  good  progress  is  success,  and 
success  is  a  sufficient  reward  for  hard  labor. 


MAKING  THE  WORK  PRACTICAL  175 

But  it  must  be  remembered  that  skill,  while  first  in 
point  of  time,  is  not  the  main  object.  The  second  and 
main  object  is  the  cultivation  of  the  mental  powers. 
Skill  is  only  a  means  to  this  end  and  to  the  economy 
of  time  and  effort  through  life. 

The  Faculty  of  Observation. — One  of  the  most  valu- 
able powers  of  the  mind  is  that  of  observation,  and 
this  faculty  should  receive  attention  from  the  outset. 
Much  of  the  work  in  arithmetic  does  not  require  rea- 
soning, but  observation.  Addition,  subtraction,  multi- 
plication, division,  tables  and  computations  are  evi- 
dence of  this.  That  two  and  two  make  four  is  not 
the  result  of  thought  nor  reason,  but  is  merely  to  be 
observed.  You  observe  that  if  you  have  three  apples 
and  eat  one,  you  have  two  left;  if  you  divide  ten  pears 
among  five  boys,  each  one  gets  two,  etc. 

The  Reasoning  Process. — A  considerable  amount  of 
work  should  call  for  thought,  but  not  too  complicated 
for  young  minds.  Abundance  and  variety  of  material, 
rather  than  mental  strain,  should  be  the  watchword-. 
Show  pupils  how  to  go  from  the  known  to  the  un- 
known. For  example, — One  pound  of  nails  costs  three 
cents ;  that  is  the  known.  What  will  three  pounds  cost  ? 
That  is  the  unknown.  Starting  with  the  known,  we 
say,  if  one  pound  costs  three  cents,  three  pounds  will 
cost  three  times  as  much,  which  is  nine  cents.  The 
reasoning  in  this  consists  in  seeing  that  the  relation 
that  exists  between  the  price  and  the  amount  in  the 
known  must  be  the  same  in  the  unknown,  and  of  fol- 


176  TEACHING  A  DISTRICT  SCHOOL 

lowing  this  relationship  through  the  arithmetical  proc- 
ess to  the  conclusion. 

A  great  number  of  such  simple  problems  should  be 
given  beginners,  until  the  process  of  reasoning  is  fixed; 
then  make  the  work  more  complicated  by  adding  some 
new  factor  as, — if  three  cakes  of  soap  cost  fifteen  cents, 
what  will  five  cakes  cost  ?  Here  we  go  from  the  known 
to  the  unknown,  but  we  cannot  go  directly  to  the  con- 
clusion; we  must  make  an  intermediate  step.  From 
knowing  what  three  cakes  cost,  we  first  find  what  one 
costs, — then  we  may  proceed  along  the  well-known  path 
of  reasoning  from  one  to  any  number.  If  the  first  is 
well  understood  before  undertaking  the  second  and 
each  one  thereafter  thoroughly  learned,  there  will  never 
be  any  trouble.  A  student  can  readily  learn  to  go 
through  the  most  difficult  mazes  of  reasoning  if  he  is 
required  to  learn  only  one  new  step  at  a  time,  and  is 
given  a  sufficient  number  of  problems  for  illustration 
and  practice. 

Impractical  Problems. — A  considerable  number  of  the 
subjects  in  the  old  arithmetics  are  neither  practical 
nor  cultural.  Such  topics  as  Duodecimals,  Alligation 
Medial,  True  and  Bank  Discount,  Cube  Root,  and 
miscellaneous  problems  that  are  too  difficult  for  most 
mature  minds  are,  to  say  the  least,  of  doubtful  use  in 
the  district  school.  If  they  have  a  place,  it  is  in  the 
higher  schools.  Pupils  would  much  better  employ 
their  time  in  literature,  rhetoric,  composition,  letter 
writing  and  business  forms,  all  of  which  will  be  useful 


MAKING  THE  WORK  PRACTICAL  177 

every  day  of  their  lives.  Many  teachers  know  this, 
but  are  afraid  to  adopt  it  in  their  teaching.  When  one 
is  satisfied  that  a  certain  course  is  right,  he  should 
stand  for  it  and  follow  it,  but  be  tactful  in  so  doing. 

The  city  schools  all  over  the  land  have  done  much 
in  the  past  few  years  toward  abolishing  the  errors  of 
teaching  arithmetic  by  omitting  such  subjects  as  those 
indicated  above,  or  by  relegating  them  to  the  high 
school.  The  wrong  and  frequently  cruel  practice  of 
subjecting  young  minds  to  problems  far  beyond  their 
years  is  no  longer  tolerated. 

If  the  country  teacher  cannot  abolish  the  evils  that 
are  obvious,  he  can  at  least  advocate  reform  wherever 
opportunity  offers  and  be  ready  to  join  forces  with  any 
movement  whose  object  is  for  the  betterment  of  the 
schools. 

6.  PHYSIOLOGY 

As  a  Study  of  Ourselves. — There  is  a  great  fund  of 
useful  information  in  this  subject  that  is  suitable  for 
children.  They  should  begin  with  the  body  as  a  whole. 
It  may  be  studied  as  the  home  of  the  mind  and  soul. 
My  body  is  not  myself,  it  is  my  home  and  my  servant. 
By  it  I  live  in  this  world  and  through  it  I  carry  out  the 
wishes  of  my  mind.  If  I  care  for  it  properly,  it  will 
give  me  comfort  and  happiness  and  long  life.  If  I 
neglect  or  abuse  it,  sickness,  pain  and  death  will  re- 
sult. The  body  is  a  most  complicated  and  delicate 

Dist.  School — 12 


178  TEACHING  A  DISTRICT  SCHOOL 

structure  that  requires  knowledge,  wisdom  and  skill 
for  its  proper  care.  Many,  if  not  most,  of  the  acci- 
dents, diseases  and  deaths  are  the  results  of  ignorance 
and  carelessness.  A  study  of  ourselves  is  therefore  the 
most  essential  of  all  studies. 

The  Structure  of  the  Body. — We  may  next  notice  that 
the  body,  though  one  connected  whole,  consists  of 
parts,  as  head,  trunk  and  limbs.  Each  part  is  com- 
posed somewhat  differently  from  the  others  and  has  its 
particular  uses.  In  general,  the  body  is  made  of  flesh 
and  bones.  It  is  covered  with  skin,  hair  and  nails, 
which  are  for  protection,  comfort  and  beauty.  The 
bony  structure  is  called  the  skeleton.  It  has  many  parts 
joined  together  so  that  we  may  move  easily  in  many 
different  ways.  All  of  the  bones  have  names,  a  few  of 
which  may  be  given.  Afterward  the  names  may  be 
supplied  as  they  are  needed.  The  flesh  is  composed  of 
muscle  and  many  other  kinds  of  material,  all  of  which 
are  called  tissue.  Each  kind  has  its  use  and  a  name 
to  distinguish  it  from  the  rest. 

How  the  Body  Is  Kept  Alive. — The  body  is  kept  alive 
by  the  food  we  eat,  the  water  we  drink  and  the  air  we 
breathe.  Just  as  a  tree,  in  addition  to  soil,  requires  air, 
rain  and  sunshine  to  cause  it  to  grow  and  to  keep  it 
alive,  so  do  we  and  so  do  all  other  animals  and  plants. 
In  this  respect  we  are  closely  related  to  all  living  things. 
We  differ  from  the  plants  in  many  ways;  one  is,  we 
can  move  about  from  place  to  place  and  need  much 
exercise  to  keep  us  healthy.  The  plant  cannot  move 


MAKING  THE  WORK  PRACTICAL  179 

from  place  to  place,  but  gets  its  exercise  from  the  winds 
which  make  it  strong. 

Not  everything  that  can  be  eaten  is  good  for  food. 
Some  things  are  poisonous  and  would  kill  us  if  we  ate 
them.  Others  are  injurious  and  when  taken  into  the 
stomach  make  us  sick.  By  this  means,  we  learn  to 
avoid  injurious  and  dangerous  things.  Neither  is  one 
kind  of  food  sufficient  for  our  use.  Different  parts  of 
the  body  need  different  kinds  of  food.  Nature  sup- 
plies us  bountifully  with  a  great  variety,  so  that  we 
need  never  lack,  provided  we  will  do  our  part  in  as- 
sisting nature  to  produce  it. 

Digestion  and  Circulation. — We  are  now  face  to  face 
with  the  subject  of  digestion  and  the  organs  concerned 
therein.  This  will  lead  us  to  the  blood  and  its  circula- 
tion. While  studying  the  circulation  of  the  blood,  we 
shall  observe  its  use  of  oxygen  and  this  will  bring  us 
to  the  lungs  and  the  process  of  breathing.  We  shall 
in  the  most  natural  way  be  called  upon  to  consider  the 
necessity  of  pure  air,  pure  water  and  pure  food ;  of  care, 
of  exercise  and  of  temperance  in  all  things. 

Advantages  of  this  Method. — By  this  method  of  pro- 
cedure, there  is  no  overtaxing  the  memory,  no  cram- 
ming the  mind  with  meaningless  names  and  defini- 
tions. Every  item  of  information  is  furnished  with 
its  immediate  need.  The  whole  subject  is  so  full  of 
interest,  so  closely  connected  with  the  lives  of  the 
children,  that  each  new  bit  of  knowledge  calls  for  more. 
Learning  under  such  conditions  is  not  a  task,  but  a 


180  TEACHING  A  DISTRICT   SCHOOL 

pleasure.  The  mind  once  started  so  happily  will  take 
added  delight  with  each  increase  of  knowledge,  and 
will  of  itself  seek  and  discover  new  fields  for  pleasure 
and  profit. 

Comparative  Physiology. — The  children  should  be  en- 
couraged in  the  study  of  comparative  physiology. 
They,  as  well  as  the  teacher,  will  find  it  a  fascinating 
subject.  Let  them  bring  in  specimens  of  plants  and 
animals  and  observe  their  structure.  How  admirably 
each  is  adapted  to  its  mode  of  life !  Animals  that  climb, 
have  clavicles;  those  that  use  their  front  limbs  for  walk- 
ing or  running  only,  as  the  horse  or  cow,  have  no  clavi- 
cles; birds,  because  of  the  constant  use  of  their  wings, 
have  a  double  clavicle  and  strong  breast  muscles ;  the 
rabbit's  eyes  are  so  situated  that  it  can  see  on  every 
side  and  upward,  without  moving,  and  thus  escape  men 
and  owls,  for  the  slightest  movement  might  discover  its 
whereabouts.  These  are  single  examples  out  of  hun- 
dreds that  might  be  mentioned. 

Teachers  should  not  be  afraid  to  go  outside  the 
leaves  of  the  text-book  and  meet  their  subject  in  its 
natural  state.  Nature  is  a  greater  book  than  any  that 
has  yet  been  printed.  It  can  be  read  by  any  one  that 
is  willing  to  commence  at  the  beginning  and  inquire 
patiently  and  lovingly  into  its  meaning.  That  it  is 
interesting  and  profit-yielding  is  beyond  question.  The 
essential  thing  is  not  to  undertake  tasks  that  are  too 
difficult.  There  is  plenty  that  is  within  our  grasp,  if 
we  will  but  look  for  it. 


MAKING  THE  WORK  PRACTICAL  l8l 

Notice,  for  example,  how  much  like  ourselves  are  the 
animals  about  us.  They  must  eat  and  drink  and 
breathe;  they  have  their  sleeping  and  waking  time; 
they  are  sensitive  to  heat  and  cold,  to  comfort  and  dis- 
comfort; they  are  subject  to  disease  and  pain  and 
accidents ;  they  have  their  family  ties,  affections,  friend- 
ships, acquaintances;  they  have  joys  and  fears,  friends 
and  enemies;  they  must  suffer,  endure  and  sacrifice; 
they  seem  to  know  that  death  awaits  them  and  seek 
to  avoid  it  as  long  as  possible.  When  we  observe 
these  and  many  other  resemblances,  we  are  forced  to 
admit  that  man  is  "brother  to  the  ox." 

This  knowledge  cannot  fail  to  awaken  kindly  feel- 
ing toward  all  living  creatures.  Instead  of  torturing 
them,  the  children  will  become  the  protectors  of  birds 
and  animals.  They  will  find  that  they  can  derive  more 
pleasure  from  studying  a  bird  or  beast  than  by  taking 
its  life.  Moreover,  when  they  have  formed  the  ac- 
quaintance of  the  real  things,  the  descriptions  and 
pictures  in  books  will  have  a  charm  never  before 
dreamed  of.  They  will  have  a  basis  for  comparing 
the  information  in  the  book  with  their  own  observa- 
tions and  experiences,  and  will  gradually  learn  that 
what  they  see  and  know  is  as  valuable  as  what  others 
see  and  know,  even  though  the  others  may  be  the 
writers  of  books. 

Bad  Habits,  Causes  of  Disease. — When  interest  has 
thus  been  aroused,  it  will  be  an  easy  matter  at  any 
time  to  turn  the  attention  of  the  pupils  upon  them- 


182  TEACHING  A  DISTRICT  SCHOOL 

selves.  Let  them  study  the  causes  of  diseases  and 
how  to  avoid  them;  how  to  care  for  their  bodies  in 
health  and  in  sickness;  the  importance  of  cleanliness  of 
person  and  of  surroundings.  They  should  find  out  by 
their  own  investigations  that  the  use  of  tobacco  is  in- 
jurious to  the  body;  that  it  is  a  filthy  habit  and  a  profit- 
less expense.  That  tobacco  is  particularly  injurious 
to  boys  can  be  proven  from  the  records  of  the  United 
States  Army.  These  show  that  from  fifty  to  ninety 
per  cent  of  the  applicants  who  are  victims  of  the  cigar- 
ette habit,  fail  to  pass  the  physical  examination.  They 
have  been  robbed  of  their  vigor.  Weak  hearts,  low 
vitality,  shattered  nerves  is  the  pronouncement  of  their 
country  as  reasons  for  rejecting  their  services.  What  a 
comment  upon  the  young  manhood  of  our  land !  What 
may  we  expect  if  these  physical  wrecks  are  to  be  the 
fathers  of  the  next  generation? 

Many  of  the  large  schools  of  the  cities  have  kept 
tab  on  the  progress  made  by  the  users  and  non-users 
of  tobacco,  with  the  results  always  in  favor  of  the 
latter.  With  a  little  pains  these  records  can  be  ob- 
tained and  placed  in  the  hands  of  the  students.  This 
information  should  come  before  the  tobacco  habit  is 
acquired,  as  it  is  much  easier  to  refrain  than  to  break 
off. 

In  a  similar  manner  pupils  should  be  led  to  consider 
the  physical,  mental  and  moral  effects  of  the  drinking 
habit.  There  is  an  abundance  of  material  on  every 
hand.  The  only  thing  necessary  is  to  induce  the 


MAKING  THE   WORK  PRACTICAL  183 

pupils  to  give  it  a  fair  and  impartial  study.  Teachers 
too  often  approach  the  subject  with  railings  and  con- 
demnations that  are  more  likely  than  not  to  arouse 
opposition.  It  is  better  to  place  the  evidence  before 
them  and  allow  them  to  draw  their  own  conclusions. 
If  they  wish  to  know  the  teacher's  opinion,  it  should 
be  given  without  prejudice  or  rancor.  It  is  always 
better  to  have  a  person  arrive  at  a  right  conclusion  by 
his  own  thinking,  than  to  have  it  thrust  upon  him  by 
another. 

One  of  the  greatest  influences  in  favor  of  temper- 
ance to-day  is  the  attitude  of  the  business  world. 
Hundreds  of  firms,  and  the  number  is  constantly  in- 
creasing, will  not  employ  a  man  who  drinks.  It  has 
been  demonstrated  over  and  over  again  that  a  person 
who  drinks  is  not  as  reliable  as  one  who  does  not.  The 
railroads  are  growing  more  and  more  strict  as  to  the 
habits  of  their  employees.  A  conductor  who  is  bloated 
and  blear-eyed  and  whose  breath  suggests  the  dram 
shop,  will  not  be  endured  by  the  traveling  public. 
The  engineer  or  brakeman  whose  brains  are  befuddled 
with  whisky  cannot  be  intrusted  with  the  lives  of  pas- 
sengers. Even  freight  train  crews  must  be  sober  to 
avoid  the  danger  -of  wrecks  with  loss  of  life  and 
property  and  damage  suits. 

The  Men  that  Succeed. — There  is  a  great  and  in- 
creasing demand  everywhere  for  sober  and  industrious 
young  men  who  are  trained  for  service.  It  is  true  that 
employers  when  greatly  in  need  of  help  do  sometimes 


184  TEACHING  A  DISTRICT  SCHOOL 

engage  persons  of  doubtful  character,  but  such  are 
seldom  promoted  or  placed  in  positions  of  trust  and 
are  the  first  to  be  dropped  when  the  rush  is  over.  The 
steady,  upright,  honest  men  occupy  the  best  paying 
and  most  desirable  positions,  while  the  drinking,  smok- 
ing, gambling  fellows  go  from  place  to  place,  doing 
odd  jobs  in  rush  times  when  employers  must  take 
what  they  can  get. 

It  is  well  known  that  the  teachers  of  the  land  are  the 
trainers  of  the  young.  The  business  world  has  its  eye 
upon  the  schools.  Choice  young  men  and  young 
women  are  spoken  for  before  they  are  through  with 
their  education.  It  has  been  discovered  that  the  school 
is  the  best  place  in  the  world  not  only  for  training  the 
mind,  but  for  acquiring  habits  of  industry  and  ideas 
of  right. 

These  matters  should  be  placed  before  the  pupils 
and  form  a  large  part  of  their  entire  training,  so  that 
they  will  see  the  necessity  of  industry  and  right  living. 

7.  SPELLING  AND  WRITING 

These  branches,  while  not  contributing  largely  to 
one's  education,  are  nevertheless  important.  It  is  no 
praise  to  spell  well  and  write  neatly  and  legibly,  but 
it  is  a  serious  condemnation  not  to  be  able  to  do  so. 
The  reason  is  that  skill  in  these  branches  is  essential 
to  further  education  and  to  the  transaction  of  business, 
and  it  is  expected  that  they  will  be  undertaken  early 


MAKING  THE  WORK  PRACTICAL  185 

and  persevered  in  until  proficiency  is  attained.  A  few 
words  about  each  will  suffice. 

Avoiding  Unnecessary  Labor. — To  spell  badly,  we  fre- 
quently hear  it  said,  is  a  disgrace.  Yet  that  many  bad 
spellers  come  from  the  schools  must  be  admitted.  As 
a  rule,  the  fault  is  not  that  too  little  time  is  devoted  to 
it,  but  that  too  much  is  wasted  in  unnecessary  labor. 
In  assigning  a  lesson,  the  teacher  takes  no  pains  to 
ascertain  how  many  of  the  words  the  pupils  can  spell 
and  how  many  they  cannot.  They  are  told  simply  to 
take  the  next  lesson  or  to  take  so  many  words.  It 
usually  happens  that  some  of  the  pupils  can  spell 
every  word  in  the  lesson  when  it  is  assigned,  others 
can  spell  all  but  a  few.  Now,  to  con  over  words  that 
they  are  already  familiar  with,  is  time  wasted.  Evi- 
dently they  should  give  attention  only  to  those  that 
they  cannot  spell. 

A  better  way  is  to  pronounce  all  the  doubtful  words, 
letting  the  class  write  them.  Then  glance  over  the  lists 
and  assign  to  each  one  the  words  he  has  missed.  At 
the  next  recitation  pronounce  these  words,  each  pupil 
writing  them  in  his  spelling  tablet.  Look  over  them 
again  and  mark  out  any  that  are  wrong.  Have  these 
written  correctly  in  a  separate  place  under  the  title, 
"Unlearned  Words."  These  constitute  a  part  of  each 
succeeding  lesson  until  they  are  thoroughly  learned, 
when  they  may  be  crossed  out. 

A  teacher  should  know  in  a  few  weeks  about  what 
words  each  pupil  can  spell  and  excuse  him  from  put- 


1 86  TEACHING  A  DISTRICT  SCHOOL 

ting  time  upon  those  words.  This  will  be  an  encour- 
agement to  industry  and  thoroughness. 

Sharpness  of  Vision. — Every  person  wants  to  be  a 
good  speller,  but  some  find  it  very  difficult  to  learn. 
The  reason  is,  they  are  not  quick  to  detect  differences 
in  form.  A  person  who  cannot  learn  to  spell  would 
not  likely  recognize  faces  readily,  nor  be  able  to  detect 
the  difference  in  quality  between  good  and  bad  cloth. 
He  will  scarcely  know  one  shade  of  color  from  another 
and  will  be  liable  to  many  inaccuracies. 

Such  a  person  should  be  drilled  in  noticing  minute 
particulars.  A  study  of  flowers  and  plants,  with  refer- 
ence to  the  shape,  size  and  color  of  leaves,  petals  and 
roots  would  be  exceedingly  helpful.  When  he  has 
attained  some  proficiency  in  sharpness  of  vision,  turn 
his  attention  to  words.  Select  fifty  pairs  of  words  that 
differ  only  in  a  single  letter,  as  rain  and  rein,  seize  and 
seige;  or  such  words  as  receive  and  believe,  receipt  and 
deceit,  etc.  Let  him  take  but  a  single  glance  at  these 
words  and  then  tell  the  difference.  As  soon  as  his 
interest  is  aroused,  he  will  take  pleasure  in  making 
headway  and  his  new  found  power  will  be  beneficial 
in  many  ways  besides  spelling. 

The  Meaning  and  Use  of  Words  should  go  hand  in 
hand  with  the  spelling.  It  is  of  little  benefit  to  know 
the  spelling  of  a  word,  if  we  do  not  know  how  to  use 
it.  Some  argue  that  children  should  learn  to  spell 
words  against  the  time  when  they  shall  have  learned 
their  meaning  and  need  to  use  them.  The  idea  is  of 


MAKING  THE  WORK  PRACTICAL  187 

doubtful  utility.  Many  people  of  middle  age  do  not 
know  how  to  spell  words  because  they  learned  them  in 
childhood.  A  few  may  be  remembered  because  of 
some  special  association,  but  not  many.  We  know 
how  to  spell  a  word  because  we  are  familiar  with  its 
form,  its  appearance,  just  as  we  know  the  faces  of  our 
friends. 

Indeed,  the  best  way  to  learn  to  spell  is  by  picturing 
the  words  in  the  mind,  visualizing  them,  as  it  is  called. 
We  must  be  able  to  do  this  before  we  can  read  easily. 
We  must  know  a  word  as  a  wheelwright  knows  a 
wagon,  not  by  its  parts,  but  as  a  whole.  If  any  part  is 
missing  or  wrongly  placed,  we  should  notice  the  defect 
and  be  able  to  remedy  it. 

The  Card  System. — This  is  a  great  help  in  teaching 
children  to  recognize  words  quickly.  A  large  number 
of  pasteboard  cards,  about  four  by  six  inches,  is  pro- 
vided. A  single  word  is  written  in  large  letters  on  each 
one.  The  teacher,  holding  a  bunch  of  these  in  his 
hand,  turns  one  in  view  of  the  class  and  immediately 
replaces  it.  The  children  call  the  word,  or,  failing  to 
do  so,  must  have  another  glance.  The  next  card  is 
exposed  in  a  similar  way  and  so  on.  If  one  child  is 
slower  than  the  others,  he  must  have  particular  atten- 
tion until  he  learns  to  recognize  the  words  quickly. 
This  is  not  only  an  effective  but  a  very  interesting 
way  to  the  children.  Many  reading  lessons  should  be 
made  of  the  words  on  the  cards. 

Intelligent   Practice  in  Penmanship. — In    penmanship 


1 88  TEACHING  A  DISTRICT  SCHOOL 

every  one  should  acquire  legibility,  rapidity  and  a  pleas- 
ing style.  The  one  necessity  is  intelligent  practice. 
Every  pupil  from  the  third  reader  class  up  should  be 
provided  with  a  copybook,  pens  and  ink.  There  are 
some  schoolhouses  not  yet  supplied  with  desks,  and  the 
teacher  is  at  a  loss  to  know  how  to  teach  writing  in 
such  a  case.  A  wide  board  with  a  smooth  surface, 
placed  on  trestles,  will  answer  very  well.  Two  or  three 
of  these  at  different  heights  will  accommodate  both 
large  and  small  pupils. 

It  is  better  to  have  two  lessons  a  week  of  forty-five 
or  fifty  minutes  each,  than  to  have  twenty  minutes 
each  day;  at  least,  the  author  has  found  it  so  in  his 
own  experience.  The  first  twenty  minutes  may  be 
given  to  general  practice  from  models  on  the  board. 
These  should  consist  of  circles  and  easy  combinations 
with  flowing  lines.  This  enables  the  pupils  to  acquire 
a  free  and  easy  motion.  A  separate  sheet  of  paper 
should  be  used. 

Before  beginning,  the  teacher  should  see  that  all  are 
seated  properly,  feet  on  the  floor,  shoulders  straight, 
right  arm  on  the  desk,  paper  and  pen  in  position.  The 
models  should  be  put  on  the  board  one  at  a  time  as  they 
are  used,  and  each  one  erased  when  the  next  is  written, 
the  class  working  in  unison.  The  teacher  gives  direc- 
tions and  keeps  constant  watch  to  see  that  they  are 
followed. 

At  the  end  of  the  practice,  copy  books  are  taken  and 
each  one  proceeds  at  the  proper  place  in  his  own  book. 


MAKING   THE   WORK  PRACTICAL  189 

The  teacher  keeps  watch  as  before,  giving  general  and 
individual  guidance  as  needed.  When  the  time  is  up, 
let  the  pens  be  cleaned  and  all  materials  put  away 
carefully,  to  remain  until  the  next  lesson. 

The  Three  Essentials. — It  will  be  an  encouragement 
to  effort,  if  the  teacher  will  call  attention  to  the  progress 
made  from  day  to  day  and  from  week  to  week.  Re- 
mind them  that  progress  should  consist  in  the  three 
essentials,  accuracy,  rapidity  and  style,  that  is,  neat- 
ness and  beauty.  If  any  are  very  slow  to  advance, 
ascertain  the  cause,  if  possible,  and  remove  it,  but  con- 
tinue to  give  encouragement.  Scolding  or  fault-finding 
is  small  inducement  to  effort.  If  it  should  happen  that 
laziness  or  rebellion  exists,  a  little  sternness  may  avail 
to  overcome  it,  but  as  a  rule  a  kindly  interest  is  better 
than  severity. 

If  any  prizes  or  rewards  are  offered,  they  should  go 
not  to  the  best  writers,  but  to  those  who  have  made 
the  greatest  progress.  This  gives  every  one  an  oppor- 
tunity to  strive  with  an  equal  show  of  winning. 


CHAPTER  IX 
TALKS  ON  THE  INDUSTRIES 

Children  in  remote  country  districts  have  very  little 
idea  of  the  great  workaday  world.  What  they  see 
around  them  is  all  they  really  know.  What  they  hear 
is  usually  scrappy  and  one-sided.  The  information 
gathered  from  the  geography,  from  the  descriptions 
and  the  pictures,  is  vague  and  far  away.  Unless  some 
kind  friend  like  the  teacher  takes  them  into  confidence 
and  explains  many  things,  they  will  have  but  little 
upon  which  to  form  ideals.  If  they  could  have  a  fairly 
accurate  idea  of  a  considerable  number  of  the  occupa- 
tions, they  would  be  the  richer  when  it  comes  to  choos- 
ing for  themselves.  Even  in  the  towns  and  cities 
children  have  an  inadequate  idea  of  the  various  call- 
ings and  occupations  of  mankind. 

A  series  of  carefully  prepared  talks  by  the  teacher 
on  the  chief  industries  could  not  fail  to  be  valuable. 
They  could  perhaps  be  arranged  most  fittingly  in  the 
geography  lessons,  or  they  could  be  made  general, 
occupying  ten  or  twenty  minutes  once  a  week.  Such 
instructions  could  be  adapted  to  the  undertanding  of 
the  students  and  be  made  eminently  practical,  more 
so  than  much  of  the  knowledge  in  the  books.  It  is 

190 


TALKS   ON   THE  INDUSTRIES  19 1 

the  purpose  of  this  chapter  to  outline  briefly  such  a 
series  of  talks. 

i.  FARMING 

What  It  Means  to  Be  a  Fanner. — Since  we  are  to  start 
with  the  known  and  proceed  to  the  unknown,  we  may 
ask  the  children  what  occupation  they  would  choose  to 
follow.  They  will  name  various  ones,  farming,  car- 
pentry, blacksmithing,  teaching,  while  a  few  may  want 
to  be  lawyers,  physicians,  preachers.  The  teacher  may 
remark  that  these  are  all  excellent  occupations,  worthy 
of  the  best  talents  in  the  world.  Suppose  we  talk  about 
each  one  in  turn.  "  John,  why  do  you  choose  the  life 
of  a  farmer?"  John  replies,  "Because  it  is  an  inde- 
pendent life,  is  healthful,  and  keeps  a  person  in  the 
open  air."  The  next  question  may  be,  "How  would 
you  learn  farming?  What  preparation  would  you 
need?"  Most  boys  will  say,  "Why,  you  don't  need 
any  preparation,  you  just  get  some  land  and  go  to  farm- 
ing." 

This  is  the  teacher's  opportunity  to  give  instruction. 
He  may  explain  that  the  notion  that  farming  requires 
no  preparation  is  very  common,  but  that  it  is  wrong. 
There  is  no  occupation  in  the  world  that  offers  a  finer 
field  for  scholarly  minds.  There  is  something  to  be 
learned  at  every  turn,  and  it  is  interesting.  The  farmer 
deals  with  life,  and  life  is  always  interesting.  He  must 
have  a  knowledge  not  only  of  plants  and  domestic 
animals,  but  of  bugs  and  worms  and  weeds. 


IQ2  TEACHING  A   DISTRICT   SCHOOL 

Education  an  Aid  to  Agriculture. — Some  years  ago  in 
Kansas  there  was  a  small  bug,  called  the  "chinch  bug," 
that  destroyed  vast  fields  of  growing  wheat.  The  stalks 
of  wheat  would  be  covered  with  these  little  dark  bugs. 
They  were  in  such  quantities  that  there  was  no  known 
way  of  destroying  them.  It  meant  a  loss  of  millions  of 
bushels  of  wheat  to  the  farmers  of  Kansas  in  a  single 
year. 

A  great  scholar  in  the  state  university  undertook  to 
discover  a  remedy.  He  worked  for  ten  years  at  it,  and 
finally  succeeded.  The  remedy  was  a  very  simple  one, 
though  it  took  a  long  time  to  discover  it.  The  bugs 
could  be  infected  with  a  disease  that  spread  rapidly 
and  was  extremely  fatal.  When  this  became  known, 
the  farmers  sent  in  boxes  of  healthy  bugs,  had  them 
exposed  to  the  disease  and  returned.  They  were  put 
back  in  the  field  and  in  a  few  days  all  the  bugs  con- 
tracted the  disease  and  died.  Thus  millions  of  dollars 
were  saved  to  the  farmers  and  millions  of  bushels  of 
wheat  to  the  world,  because  of  the  patient  efforts  of  a 
scholar.  This  is  but  a  single  instance  of  what  educa- 
tion is  doing  for  the  farm. 

State  Agricultural  Colleges. — Most  of  the  states  have 
established  great  schools  called  Agricultural  Colleges 
for  the  purpose  of  training  young  men  and  young 
women  for  farm  life,  and  also  to  furnish  better  ad- 
vantages for  the  study  of  farm  problems. 

These  colleges  require  a  fair  knowledge  of  the  com- 
mon branches  of  learning  and  carry  on  regular  courses 


TALKS   ON  THE  INDUSTRIES 

of  study.  They  teach  stock-raising,  fruit-raising,  but- 
ter- and  cheese-making,  and  study  soils,  grains,  vege- 
tables and  many  other  things  pertaining  to  the  cultiva- 
tion of  the  ground. 

School  Gardens. — In  some  states  many  of  the  dis- 
tricts have  a  plot  of  ground  in  connection  with  the 
schoolyard,  where  the  children  are  taught  interesting 
and  useful  lessons  in  agriculture.  Each  pupil  has  a 
space  to  himself  where  he  may  raise  such  grains,  roots, 
berries  or  melons  as  he  likes.  An  exhibition  is  given 
at  the  end  of  the  term  and  the  children  show  what  they 
have  produced  and  what  they  have  learned.  All  this 
adds  greatly  to  the  interest  of  the  school,  the  advance- 
ment of  the  pujMls  and  to  the  knowledge  of  the  world. 
The  legislatures  of  the  states  are  taking  up  the  sub- 
ject, and  we  may  look  for  the  rapid  spread  of  this  kind 
of  work  in  the  schools. 

Every  Farmer  Must  Be  a  Student. — A  farmer  can  no 
longer  afford  to  be  ignorant.  Ignorance  is  costly  in  any 
line  of  industry,  but  particularly  so  in  farming.  There 
are  constant  improvements  in  tools  and  in  ways  of 
planting,  cultivating  and  reaping.  The  intelligent 
farmer  must  have  his  own  journals  to  know  what  is 
going  on  in  the  world  and  to  keep  abreast  of  the  times. 
He  must  read  the  papers  to  learn  of  wars  and  famines, 
of  devastation  by  fire  and  flood,  of  "bumper"  crops 
in  other  parts,  so  that  he  may  judge  ahead  of  demands 
and  prices.  He  must  know  of  diseases  of  cattle,  horses, 
sheep  and  hogs  and  the  most  successful  way  of  treat- 

Dist.  School — 13 


IQ4  TEACHING  A  DISTRICT  SCHOOL 

ing  or  avoiding  them;  of  scourges  of  grasshoppers, 
locusts,  worms  and  noxious  weeds  and  the  best  means 
of  destroying  them.  He  uses  the  telephone  and  the 
telegraph  and  the  mails  for  buying  and  selling  and  for 
keeping  himself  informed  as  to  prices. 

In  return  for  his  study  and  work,  the  fanner  leads 
a  delightful  life,  full  of  variety  and  interest.  His  extra 
intelligence  gives  him  a  fine  bank  account  for  the 
education  of  his  children  and  for  his  own  comfort  in 
old  age.  There  is  much  true  science  in  farming,  and 
the  schools  are  sending  out  an  ever  increasing  number 
of  trained  men  and  women  who  know  how  to  make 
it  both  pleasant  and  profitable.  //  a  young  man  chooses 
to  be  a  farmer,  he  cannot  afford  to  miss  an  education. 
The  cheapest  and  shortest  road  to  success  is  through 
the  schools.  If  he  remains  ignorant,  he  will  be  left  far 
behind  in  the  race. 

2.  TRADES 

It  is  a  good  thing  to  have  a  trade,  whether  we  follow 
it  through  life  or  not.  A  wise  man  said,  "He  that 
hath  a  trade  hath  a  fortune."  Many  of  the  greatest 
men  of  the  world  have  come  from  the  shop,  the  bench, 
or  the  farm.  David  was  a  shepherd,  Benjamin  Frank- 
lin was  a  candle-maker,  Ben  Johnson  was  a  brick- 
layer, Elihu  Burritt  was  a  shoemaker,  Grant  was  a 
tanner,  Burns  was  a  plow  boy,  Jesus  was  a  carpenter. 
The  man  who  has  learned  a  trade  has  acquired  two 
great  essentials  to  success,  industry  and  skill. 


TALKS   ON   THE   INDUSTRIES  195 

Preparing  to  Be  a  Carpenter. — In  choosing  occupa- 
tions, Charles  selected  carpentry.  Why?  He  wants 
to  be  a  builder,  to  construct  houses  and  bridges  and 
business  blocks.  It  is  a  noble  ambition.  Solomon's 
greatest  achievement  was  the  building  of  the  Temple; 
Julius  Caesar  constructed  a  bridge  across  the  Rhine 
that  was  the  wonder  of  the  age;  a  young  man,  nineteen 
years  of  age,  undertook  the  completion  of  the  Brooklyn 
Bridge,  and  succeeded. 

What  preparation  will  Charles  need  before  he  can  be 
a  carpenter?  That  depends  upon  how  high  his  am- 
bition soars.  If  he  cares  to  be  only  an  ordinary  work- 
man, employed  by  some  one  else  and  earning  two  or 
three  dollars  a  day,  he  will  not  need  so  much  educa- 
tion. He  may  put  himself  under  a  carpenter  doing  the 
roughest  and  heaviest  work,  and  gradually  increase  in 
skill  until  at  the  end  of  six  or  seven  years  he  has  at- 
tained to  the  height  of  his  ambition, — he  is  a  carpenter. 

But  if  he  wishes  to  be  a  master  mechanic,  to  take 
contracts,  to  plan,  outline  and  erect  great  buildings; 
to  see  and  to  draw  so  that  others  may  see  all  the  details 
before  a  stroke  has  been  made,  he  will  need  the  educa- 
tion and  discipline  that  can  be  most  easily  and  quickly 
acquired  in  the  schools. 

Trade  Schools. — As  there  are  agricultural  colleges,  so 
there  are  schools  where  trades  are  taught.  In  the  olden 
days,  if  a  boy  wanted  to  be  a  carpenter  or  a  black- 
smith, he  was  entered  as  an  apprentice  to  some  work- 
man who  could  profit  by  his  services  while  teaching  him 


196  TEACHING  A  DISTRICT  SCHOOL 

the  trade.  It  was  a  long  and  tedious  process  and 
usually  resulted  in  an  imperfect,  one-sided  training. 
Law  and  medicine  were  studied  in  the  same  way,  in 
the  office  of  an  attorney  or  physician.  But  now  there 
are  schools  for  all  these  things,  law,  medicine,  car- 
pentry and  even  blacksmithing.  Some  still  prefer  the 
old  way,  but  it  is  very  expensive,  requiring  more  time 
and  furnishing  less  skill. 

To  enter  a  course  in  carpentry,  about  the  same 
preparation  is  required  as  for  the  course  in  farming. 
The  applicant  should  be  well  versed  in  the  common 
branches,  with  some  extra  knowledge  in  arithmetic. 
Algebra  and  geometry  also  will  be  very  helpful.  In 
fact,  the  better  his  education,  the  more  rapidly  he  will 
advance  and  the  higher  he  will  be  able  to  climb. 

The- student  is  taught  to  sharpen  tools,  to  use  them, 
to  draw  plans  and  work  them  out,  and  a  hundred  de- 
tails that  the  apprentice  never  dreamed  of.  Three 
years  under  skilled  teachers  will  furnish  a  better  equip- 
ment than  seven  years  of  the  old  way. 

Blacksmithing  is  much  the  same.  A  man  may  shoe 
horses,  sharpen  plows  and  mend  tires  without  much 
schooling.  But  work  in  iron  and  steel  is  becoming 
more  and  more  important  and  now  fills  a  large  place 
in  mechanical  industry.  There  is  but  little  chance  for 
excellency  or  promotion  for  the  young  man  who  is 
ignorant.  The  trained  mind  is  wanted  everywhere, 
while  ignorance  goes  a  begging  and  takes  the  poorest 
jobs. 


TALKS  ON  THE  INDUSTRIES  IQ7 

3.  THE  PROFESSIONS 

The  leading  professions  are  Theology,  Law,  Medi- 
cine and  Teaching.  Theology  is  the  science  of  God, 
of  religion.  It  is  so  great  and  deep  that  no  man  can 
fathom  it,  but  much  may  be  learned  by  study.  The 
Bible  is  the  greatest  revelation  of  God  to  man  and  is 
the  principal  book  in  the  study  of  theology.  But  Nature 
and  Humanity  both  show  God's  works  and  his  ways  of 
dealing  with  created  things,  and  must  therefore  be 
studied  by  those  who  would  be  our  leaders  and  teachers 
in  heavenly  things. 

Theology. — If  any  young  man  desires  to  be  a  min- 
ister of  the  gospel,  he  needs  the  very  best  education 
that  can  be  secured.  Theology  is  too  profound  a  sub- 
ject for  an  ignorant  person  to  undertake.  The  funda- 
mental principles  of  the  gospel  are  so  simple  that  any 
one  may  understand  and  follow  them.  They  are  be- 
lief in  God  and  obedience  to  His  will.  But  there  are 
so  many  things  we  would  like  to  know,  which  we  have 
not  time  nor  opportunity  to  study  out,  that  we  want 
our  preachers  to  be  learned  men  so  they  can  enlighten 
us.  All  will  concede  that  a  minister  ought  to  know 
more  about  religion  and  the  things  that  pertain  to  a 
Christian  life  than  any  one  else. 

It  is  a  blessed  thing  to  be  a  preacher  of  the  gospel; 
the  best  talent  in  the  world  should  be  devoted  to  it. 
There  is  no  nobler  calling  that  a  young  man  may 
aspire  to,  unless  it  is  teaching.  It  is  the  mission  of 


198  TEACHING  A  DISTRICT  SCHOOL 

the  preacher  to  proclaim  the  gospel  of  Christ  to  the 
world;  to  save  mankind  from  sin;  to  be  their  example 
in  righteous  living,  and  to  prepare  them  for  Heaven 
and  the  life  to  come.  Could  any  calling  be  more 
exalted  than  that?  And  should  not  a  person  be  thor- 
oughly trained  who  is  to  devote  his  life  to  so  important 
a  work?  The  Savior  of  the  world  spent  thirty  years 
of  his  life  in  preparation  for  his  three  years'  ministry. 
His  example  should  discourage  young  men  from  neg- 
lecting their  education  in  their  haste  to  begin  preach- 
ing. 

The  Legal  Profession. — Law  has  so  many  attractions 
that  there  is  seldom  any  scarcity  of  talented  men  in 
the  profession.  Still  there  is  always  room  for  an  able 
and  righteous  lawyer,  and  young  men  will  go  on  choos- 
ing the  calling.  It  is  well,  therefore,  that  some  instruc- 
tion be  given  the  young  so  that  they  may  have  a  right 
conception  of  the  lawyer's  duty  to  his  country. 

It  is  the  duty  of  the  lawyer  to  see  that  the  laws  of  the 
land  are  obeyed;  to  interpret  the  law  and  transgres- 
sions thereof  so  that  justice  may  be  meted  out  to  crimi- 
nals. It  appears  to  be  the  business  of  some  lawyers 
to  assist  criminals  in  avoiding  justice,  rather  than 
otherwise.  There  is  a  great  temptation  to  criminal 
lawyers  to  do  everything  in  their  power  to  clear  their 
clients,  whether  right  or  wrong,  in  order  to  build  up  a 
reputation  of  always  winning  their  cases.  This  is  of 
course  wholly  wrong. 

When  an  attorney  takes  the  case  of  an  indicted  per- 


TALKS   ON   THE  INDUSTRIES  IQ9 

son,  it  is  his  business  to  see  that  his  client  has  all  the 
rights  allowed  by  the  law  and  the  constitution.  These 
include  the  right  to  a  speedy  trial,  to  call  witnesses  in 
his  own  defense,  to  plead  guilty  or  not  guilty,  to  testify 
in  his  own  behalf  or  decline  to  do  so  if  he  prefers,  to 
see  that  an  impartial  jury  is  secured. 

He  has  no  right  to  browbeat  witnesses,  to  prejudice 
or  bribe  jurors,  to  secure  false  testimony  or  to  go 
beyond  the  bounds  of  law.  In  short,  it  is  his  duty  to 
see  that  his  client  has  a  fair  and  impartial  trial  before 
a  jury  of  his  peers  and  to  give  wise  counsel  in  the  con- 
duct of  the  case,  so  that  the  accused  may  have  every 
chance  that  is  possible  and  right  to  prove  his  inno- 
cence. Many  lawyers  have  earned  world- wide  repu- 
tations by  thus  dealing  honestly  with  their  clients. 

But  defending  or  prosecuting  criminals  is  not  the 
main  part  of  law  practice.  There  is  much  more  to  be 
done  in  adjusting  claims,  making  collections  and  set- 
tling estates.  Business  men  and  firms  do  not  want 
lawsuits.  They  employ  an  attorney  to  avoid  that 
trouble.  It  is  being  discovered  more  and  more  that 
the  Savior's  advice  to  his  disciples  is  the  soundest  and 
best  in  the  world:  "Agree  with  thine  adversary  quickly, 
while  thou  art  in  the  way  with  him,  lest  he  deliver  thee 
to  the  officer  and  thou  be  cast  into  prison.  Verily  thou 
shalt  not  come  out  thence  till  thou  hast  paid  the  utter- 
most farthing." 

If  a  youth  has  an  ambition  to  become  a  lawyer,  give 
him  high  ideals.  Set  before  him  examples  of  men  who 


200  TEACHING  A  DISTRICT  SCHOOL 

have  won  distinction  at  the  bar  by  their  strict  integrity. 
A  lawyer  is  never  called  upon  to  stultify  his  conscience 
by  advocating  anything  that  is  wrong.  The  best 
chance  of  success  lies  in  the  path  of  honesty. 

Medicine  is  likewise  an  attractive  and  worthy  profes- 
sion whose  ranks  are  rather  crowded.  A  first-class 
physician  in  a  neighborhood  is  a  power  for  good, 
standing  next  to  the  preacher  and  the  teacher.  There 
are  many  fine  examples  of  physicians  who  have  de- 
voted their  lives  to  the  service  of  the  people,  rather 
than  to  the  amassing  of  wealth;  who  care  for  the  sick, 
console  the  dying,  and  scatter  health  and  sunshine 
everywhere. 

A  wise  physician  knows  that  his  business  is  to  keep 
the  neighborhood  in  as  healthy  a  condition  as  possible; 
to  give  good  advice  about  eating  and  drinking,  sleep- 
ing and  working;  to  see  that  there  are  no  stagnant 
pools,  infected  wells  or  moldy  cellars.  His  highest  suc- 
cess is  in  keeping  people  well,  rather  than  in  curing  them 
when  they  are  sick.  N 

The  preparation  for  either  law  or  medicine  is  ex- 
tremely important.  The  teacher  should  always  advise 
any  young  aspirant  to  take  a  college  course  before  be- 
ginning to  specialize.  There  is  no  danger  of  over 
preparing.  The  danger  lies  wholly  in  the  opposite 
direction.  Young  men  rush  into  the  professions  with 
little  education  and  find  to  their  cost  that  they  made  a 
dreadful  mistake.  Such  errors  are  seldom  mended. 
Men  struggle  on,  crippled  and  hampered  in  a  hundred 


TALKS   ON   THE  INDUSTRIES  2OI 

ways,  and  are  always  haunted  by  the  thought  of  what 
might  have  been.  In  building  for  life,  the  first  essen- 
tial is  to  lay  a  firm  foundation. 

The  Profession  of  Teaching. — This  has  been  discussed, 
though  not  exhaustively,  in  the  beginning  of  this  book. 
More  people  are  needed  in  this  than  in  any  of  the  other 
professions.  The  ranks  are  filled  by  two  classes,  those 
who  adopt  teaching  for  a  life  work  and  those  who  make 
it  a  stepping-stone  to  something  else.  It  would  be 
much  better  for  the  profession  if  everybody  who  entered 
it  did  so  with  the  idea  of  permanency.  That  desirable 
state  of  things,  however,  does  not  appear  to  be  near  at 
hand.  So  long  as  teaching  offers  an  easy  and  profit- 
able stepping-stone  to  more  profitable  occupations,  just 
so  long  will  it  be  used  as  such.  But  as  President  Frost 
says  in  his  introduction,  if  any  one  takes  it  up  in  this 
way,  he  should  try  to  do  as  good  work  as  though  he 
never  expected  to  do  anything  else. 

There  is  no  crowding  in  the  ranks  of  efficient  teachers. 
Every  great  school  in  the  country  is  on  the  lookout 
for  them.  A  really  fine  teacher  may  take  his  choice 
of  many  schools.  There  are  so  many  more  schools 
than  there  are  well-qualified  teachers,  that  boards  can- 
not be  very  particular.  The  standard  of  qualifications 
is  being  raised  as  rapidly  as  the  supply  will  permit. 
The  schools  must  all  be  taught  by  somebody,  and  when 
the  best  teachers  are  taken,  the  remaining  places  must 
be  filled  by  those  who  are  not  so  well  prepared.  As  a 
rule,  however,  the  best  teachers  secure  the  most  de- 


202  TEACHING  A   DISTRICT   SCHOOL 

sirable  schools.  This  is  as  it  should  be,  and  is  an  in- 
centive to  every  one  to  be  thoroughly  prepared. 

Some  contend  that  the  low  salaries  keep  the  more 
talented  young  people  from  entering  the  profession. 
There  may  be  some  truth  in  this,  but  on  the  other  hand 
many  believe  that  the  salaries  are  ample,  considering 
the  ability  of  those  engaged  in  the  work;  that  the 
teachers  with  their  present  lack  of  education  and 
training  could  not  earn  any  more  in  other  employ- 
ment. 

However  this  may  be,  it  is  certainly  true  that  the 
profession  furnishes  a  good  living  for  those  who  will 
properly  prepare  themselves.  Salaries  range  all  the 
way  from  $150  to  $10,000  per  year.  The  highest-paid 
teachers  usually  render  better  service  in  proportion  to 
what  they  receive  than  the  low-salaried  ones.  All 
admit  that  first-class  service  is  inestimable,  while  a 
bungler  is  costly  at  any  price. 

But  aside  from  any  salary  consideration,  teaching  is 
a  great  and  noble  profession,  worthy  of  the  highest 
talents;  and  while  the  standard  is  not  as  high  as  it 
should  be,  it  is  nevertheless  true  that  there  is  no  finer 
body  of  equal  numbers  in  the  world  than  the  great 
army  of  teachers  that  fill  the  ranks  of  our  country. 
No  ambitious  young  man  or  woman  of  scholarly  tastes 
need  hesitate  to  choose  the  profession  for  a  life  work. 
All  such  should  be  encouraged  to  go  on  and  fit  them- 
selves as  thoroughly  .as  possible  with  such  a  training 
as  that  suggested  in  the  beginning  of  this  book. 


TALKS  ON  THE  INDUSTRIES  203 

4.  OTHER  EMPLOYMENTS 

How  to  Win  Promotion  in  Them. — There  are  always 
a  large  number  who  will  not  choose  any  of  the  above 
occupations,  who 'must  work  for  a  living  and  are  anx- 
ious to  succeed.  Their  possibilities  should  be  faithfully 
pointed  out.  They  may  find  employment  as  clerks, 
bookkeepers,  factory  hands  or  as  common  laborers  in 
public  works.  There  is  no  dishonor  or  discredit  in  any 
of  these.  There  is  opportunity  for  promotion,  useful- 
ness and  happiness  in  all.  Every  one  should  seek  that 
for  which  he  is  best  fitted,  and  so  prepare  himself  that 
he  may  attain  to  the  highest  possible  success. 

The  most  common  fault  of  young  people  is  that  they 
are  in  too  great  a  hurry  to  reach  high  places.  Success 
is  often  rendered  impossible  by  overhaste.  Every  one 
should  be  content  to  begin  at  the  foot  and  master  the 
details  as  he  climbs.  If  a  boy  has  an  ambition  to  be  a 
merchant,  his  first  position  should  be  to  open  the 
store,  to  sweep  and  to  dust.  There  are  some  things 
to  learn  here.  He  must  open  exactly  on  time  and  have 
everything  spotlessly  clean.  When  faithfulness  and 
thoroughness  in  these  lines  have  become  a  fixed  habit, 
when  he  knows  how  a  store  should  be  kept  clean  and 
what  it  is  worth  to  keep  it  so,  he  has  learned  the  first 
great  lesson  towards  being  a  merchant.  If  it  has  taken 
six  months  or  a  year,  it  is  worth  it.  He  is  now  ready 
for  the  next  step. 

His  first  promotion  may  be  to  that  of  "delivery  boy." 


204  TEACHING   A   DISTRICT   SCHOOL 

This  is  a  responsible  position.  He  must  be  quick, 
accurate  and  polite.  The  art  of  being  pleasant  and 
agreeable  to  customers  is  the  next  great  lesson.  He 
must  make  his  employer's  interests  his  own  and  not 
stop  to  consider  the  amount  of  service  he  is  rendering 
for  his  small  pay.  What  he  learns  is  more  important 
than  the  money  he  receives.  Sometimes  he  will  be  called 
upon  to  work  over  hours  and  must  do  so  cheerfully. 
He  will  be  a  merchant  himself  in  due  time,  employing 
other  boys  to  do  what  he  is  now  doing  and  must  know 
by  experience  what  it  means  to  deliver  goods. 

His  next  step  is  to  become  clerk,  where  he  may 
acquire  all  the  knowledge  the  place  affords.  He  must 
learn  not  only  to  sell  goods,  but  to  take  care  of  them 
and  keep  them  in  order;  to  be  affable  to ' purchasers 
without  being  officious;  to  know  what  is  wanted,  to 
keep  account  of  sales,  to  see  that  new  orders  are  made 
out  in  time,  to  unbale  and  mark  goods,  to  put  them  in 
their  proper  places  and  scores  of  other  details. 

In  this  way  he  takes  a  complete  course  in  the  mer- 
cantile business,  and  after  several  years  is  far  enough 
advanced  to  become  a  partner  or  to  start  in  business 
for  himself.  If  he  has  done  his  duty  at  every  point,  he 
will  have  no  trouble  in  securing  a  position  or  in  find- 
ing customers  if  he  sets  up  for  himself.  If  he  has 
shirked  his  work,  neglected  his  opportunities  or  been 
dishonest,  he  is  on  the  high  road  to  failure. 

A  similar  course  of  procedure  will  insure  success  in 
other  lines.  In  railroad,  in  shop,  in  factory,  on  the 


TALKS   ON   THE  INDUSTRIES  205 

farm,  a  young  man  may  win  his  way  if  he  will  start 
right  and  persevere.  But  he  must  not  despise  the  day 
of  small  things.  If  he  has  to  earn  his  way,  so  much 
the  better;  it  is  a  glorious  privilege.  Many  rich  men 
require  their  sons  to  begin  at  the  bottom  and  go  through 
a  rigid  course  of  training,  and  no  one  can  deny  the 
wisdom  of  it. 

How  One  Man  Made  His  Way. — The  son  of  a  rail- 
road president  disregarded  his  father's  wealth  and  posi- 
tion and  started  to  work  on  the  section.  He  learned 
there  how  a  roadbed  is  made  and  kept  in  order;  the 
best  material  for  ballast  and  ties,  and  how  to  put  down 
rails.  He  found  out  something  of  the  expense  and 
labor  of  maintaining  the  road,  what  a  gang  of  men 
ought  to  accomplish  and  many  other  things  he  would 
be  expected  to  know  when  he  himself  became  presi- 
dent. 

Passing  from  the  section  into  the  shops,  he  learned 
the  art  of  directing  and  controlling  men.  He  became 
a  fireman  and  made  himself  familiar  with  the  ways  of 
the  road.  By  diligence  he  mastered  the  details  of  the 
engine  and  the  duties  of  an  engineer,  and  finally  at- 
tained to  that  responsible  position.  Mastering  this, 
in  a  similar  way  he  passed  through  the  offices,  always 
learning  by  doing,  until  at  last  he  succeeded  to  the 
presidency.  He  had  acquired  a  knowledge  of  the  busi- 
ness in  the  best  way,  by  experience  coupled  with  in- 
telligent observation.  It  took  him  years  to  do  it,  but 
they  were  happy  years,  far  more  so  than  if  he  had 


206  TEACHING  A  DISTRICT  SCHOOL 

dawdled  about,  spending  money  that  some  one  else  had 
earned.  Instead  of  dissipated  habits,  he  had  acquired 
industry,  knew  the  joy  of  honest  labor  and  the  delight 
of  living  on  his  own  earnings. 

Such  a  course  is  worth  more  than  millions  left  by  a 
rich  relative  and  is  open  to  any  young  man.  Hundreds 
who  have  been  obliged  to  make  their  own  way  have 
done  the  same  thing  and  are  now  enjoying  the  rewards 
of  their  efforts. 

Qualifications  for  a  Politician. — It  may  happen  that 
some  member  of  the  school  will  decide  to  be  a  politician. 
If  his  motives  are  right,  there  is  no  need  to  discourage 
him.  It  is  an  honor  to  serve  one's  country  in  any 
capacity,  and  office-holding  offers  many  opportunities 
for  usefulness.  To  attain  to  eminence  as  a  statesman 
is  to  hold  an  enviable  position  among  men.  To  reach 
the  highest  places  insures  a  record  in  history.  It  is, 
therefore,  a  laudable  ambition. 

There  is  no  school  for  the  special  study  of  politics 
or  the  training  of  statesmen,  except  the  school  of  ex- 
perience. Still  there  are  opportunities  to  equip  one's 
self  with  useful  knowledge  that  should  not  be  neg- 
lected. The  colleges  and  universities  furnish  courses 
in  political  economy,  political  science,  and  sociology; 
and  even  the  district  school  has  or  should  have  a  course 
in  civil  government.  We  want  educated  men  to  make 
our  laws  and  to  conduct  our  public  affairs.  If  a  young 
man  really  desires  to  serve  his  country,  he  should  spare 
no  pains  in  his  preparation.  Otherwise  he  will  be 


TALKS  ON  THE  INDUSTRIES  207 

limited  in  the  amount  he  may  accomplish  and  ham- 
pered at  every  turn. 

The  first  essential  in  politics  is  honesty.  Above  all 
things  we  need  in  our  public  men  purity  of  life,  right- 
eousness of  conduct.  Only  men  of  strong  character 
should  think  of  taking  up  politics  as  a  life  work.  There 
are  so  many  temptations  to  trickery  that  it  requires 
strength  to  resist.  0~, .  __,  _ 

STATE  NORMAL  SCHOOL, 

5.  OccOT&SSjy^ei'fcilfCflfc. 

Domestic  Duties. — Since  only  a  part  of  the  foregoing 
will  apply  directly  to  girls,  a  word  for  their  special 
benefit  will  not  be  out  of  place.  They  are  not  expected 
to  choose  trades  or  professions  for  life.  Every  normal 
girl  should  look  forward  to  home-making  and  be  fitted 
for  domestic  duties.  This  need  not  interfere  with  her 
general  education,  but  should  be  a  part  of  it.  In  these 
days  it  is  very  generally  admitted  that  girls  have  as 
much  right  to  the  possession  and  enjoyment  of  an 
education  as  have  boys;  but  as  their  duties  are  not  the 
same,  their  training  should  differ  in  some  particulars. 

Many  schools  teach  domestic  arts,  chief  of  which 
are  cooking  and  sewing.  These  are  accomplishments 
any  woman  may  be  proud  of.  They  will  not  hinder  her 
from  presiding  with  grace  at  the  piano,  or  from  being 
an  ornament  in  society.  They  will  not  only  be  useful, 
but  will  add  to  the  happiness  of  herself  and  others. 

Women  as  Teachers. — The  one  profession  that  is  by 


208  TEACHING  A  DISTRICT  SCHOOL 

general  consent  open  to  women  is  that  of  teaching. 
In  city  schools  the  grades  from  kindergarten  to  high 
school  have  practically  been  given  over  to  them,  and 
they  are  well  represented  also  in  secondary  schools  and 
colleges.  This  furnishes  a  wide  field  for  women  and 
they  are  filling  it  admirably.  Faithful  and  efficient, 
their  influence  for  good  can  hardly  be  overestimated. 

If  a  girl  desires  to  become  a  teacher,  her  first  duty 
is  to  prepare  herself  for  the  work.  A  knowledge  of  the 
branches  she  expects  to  teach  is  not  sufficient.  She 
should  by  all  means  attend  a  training  school  and  study 
method  as  well  as  matter.  She  should  have  the  culture 
that  comes  with  education,  and  a  fund  of  general 
knowledge  that  will  enrich  her  teaching.  Even  if  she 
should  teach  but  a  few  terms,  her  preparation  should 
be  none  the  less  thorough;  the  kind  and  amount  has 
been  suggested  elsewhere  in  this  book. 

Other  Activities. — But  there  are  some  girls  who  have 
need  to  support  themselves  who  are  not  "born  teachers" 
and  who  have  no  desire  to  enter  the  profession;  they 
must  be  told  of  the  avenues  open  to  them.  They  may 
become  clerks,  bookkeepers,  stenographers.  But  aside 
from  a  few  glittering  attractions,  to  follow  any  of  these 
is  to  lead  a  hard  life.  To  sit  at  a  desk  or  typewriter 
many  hours  a  day  and  work  at  high  speed ;  to  do  the 
same  thing  over  and  over  again  in  the  same  way  is  mo- 
notonous and  tiresome.  The  only  way  to  enjoy  it  is  to 
take  a  pride  in  doing  it  well.  Skill  and  efficiency  give 
pleasure  in  almost  any  kind  of  employment. 


TALKS   ON  THE  INDUSTRIES  2OO, 

The  outline  in  this  chapter  is  intended  to  be  sug- 
gestive rather  than  exhaustive.  In  its  consideration 
many  other  interesting  matters  will  arise  to  claim 
attention.  It  will  not  do  for  the  teacher  to  plead  lack 
of  time.  The  school  is  the  only  training  place  for  life 
for  a  large  majority  of  the  pupils,  and  such  work  as 
this  will  be  just  as  developing  and  more  directly  ap- 
plicable to  their  wants  than  much  of  the  knowledge  of 
the  books,  which  is  farther  away  from  their  lives.  The 
teacher  must  not  only  be  an  instructor  in  knowledge, 
but  a  leader  in  thought  and  a  molder  of  character. 

What  can  be  more  interesting  or  more  practical  than 
the  consideration  of  one's  life  work?  It  is  exceedingly 
important,  and  young  people  need  the  wisdom  of  older 
heads  in  considering  it.  The  teacher  cannot  choose  for 
the  pupils,  but  he  may  lay  down  certain  broad  prin- 
ciples and  explain  many  things  that  will  aid  them  in 
avoiding  errors. 

The  main  points  in  choosing  a  life  work  are  first 
usefulness,  second  happiness  and  third  remuneration. 
Availability,  natural  fitness  and  inclination  also  must 
be  taken  into  account.  People  often  take  these  in  the 
wrong  order  and  consider  remuneration  before  use- 
fulness and  happiness.  It  is  a  mistake.  True  success 
consists  in  assisting  in  the  world's  work  and  adding 
to  the  world's  enjoyment,  rather  than  in  the  acquiring 
of  wealth. 


Dist.  School — 14 


CHAPTER  X 

THE  GOVERNMENT  OF  THE  SCHOOL 

If  the  suggestions  of  this  book  up  to  the  present 
point  were  followed,  there  would  be  little  need  to  dis- 
cuss government.  Teacher  and  pupils  would  be  kept 
so  busy  carrying  on  the  work  of  the  school  that  there 
would  be  no  time  for  mischief.  But  after  all  there 
is  some  reason  for  a  separate  consideration  of  the 
subject.  In  the  best  laid  plans  there  are  breaks  and 
interruptions  that  cannot  be  foreseen.  Besides,  the 
government  of  a  considerable  body  of  people  is  an  im- 
portant matter  and  difficult  under  any  circumstances, 
at  least  until  the  art  is  learned.  By  a  vast  number  it 
is  considered  the  one  disagreeable  feature  of  teaching 
and  is  particularly  dreaded  by  beginners. 

i.  THE  TEACHER  HIMSELF 

It  is  safe  to  say  that  the  most  essential  part  of  school 
management  is  the  self-government  of  the  teacher.  Prac- 
tically, it  all  depends  upon  the  teacher's  ability  to  live 
up  to  his  own  ideals.  If  he  can  do  this,  if  he  can  make 
plans  and  carry  them  out,  with  such  changes  only  as 
are  necessary  to  the  good  of  the  school,  he  will  have  no 

no 


THE  GOVERNMENT  OF  THE  SCHOOL       211 

trouble.  But  here  is  where  the  difficulty  lies.  It  is 
easier  to  make  plans  than  to  follow  them;  to  think  or 
say  we  will  do  a  thing,  than  to  do  it.  The  one  person 
in  the  school  hardest  to  control  will  be  the  teacher 
himself. 

.  The  Cultivation  of  Will  Power. — First,  then,  a  few 
words  directly  to  the  teacher.  It  is  necessary  in  the 
beginning  and  at  -all  times  to  cultivate  will  power. 
Set  yourself  some  daily  task  that  you  have  not  been 
accustomed  to,  and  compel  yourself  to  perform  it.  If 
it  is  disagreeable,  so  much  the  better,  providing  it  is 
not  injurious.  When  you  have  triumphed  over  it,  ap- 
point yourself  another  and  so  keep  on  until  you  have 
gained  such  mastery  over  self  that  you  can  perform 
any  duty  no  matter  how  disagreeable. 

The  first  task  may  be  reading  the  Bible  through  in 
course,  taking  so  many  chapters  or  so  many  minutes  a 
day,  and  doing  it  at  exactly  the  time  appointed.  Or 
it  may  be  that  you  will  chocse  the  history  of  England, 
or  Prescott's  "History  of  Mexico,"  or  Stanley's  "Travels 
in  Africa,"  or  some  other  work.  This  ought  not  to  be 
an  unpleasant  task,  but  to  do  it  regularly  and  unfail- 
ingly requires  the  exercise  of  will  power. 

An  additional  task  may  be  going  through  a  set  of 
physical  exercises  at  regular  times,  say  upon  rising  in 
the  morning.  This,  followed  by  a  sponge  bath,  will  be 
conducive  to  health  and  vigor. 

A  Set  of  Conduct  Rules. — It  was  suggested  in  a  previ- 
ous chapter  that  the  teacher  should  have  a  set  of  rules 


212  TEACHING  A  DISTRICT   SCHOOL 

relating  to  his  own  conduct,  should  keep  them  in  a 
place  where  he  can  see  them  every  day,  and  should 
make  a  strenuous  effort  to  live  up  to  them.  It  may  be 
well  just  here  to  formulate  such  a  set.  Every  one  should 
make  his  own,  but  the  following  are  general  enough  to 
apply  to  all: 

(1)  I  will  arrange  a  daily  program  for  myself  from 
the  time  of  rising  until  retiring. 

(2)  I  will  make  a  strong  effort  to  live  by  this  pro- 
gram. 

(3)  I  will  be  neat  and  clean  in  my  person  and  in  my 
personal  appearance. 

(4)  I  will  see  that  my  schoolhouse  is  kept  in  order 
and  tastefully  adorned. 

(5)  I  will  greet  my  pupils  pleasantly  in  the  morning 
and  be  cheerful  throughout  the  day. 

(6)  I  will  treat  all  my  pupils  with  unvarying  respect 
and  kindness. 

(7)  If  some  do  not  now  seem  worthy,  I  will  think 
of  what  they  may  become  under  proper  training,  and 
respect  them  accordingly. 

(8)  I  will  perform  every  duty  with  the  spirit  and 
energy  I  would  use  if  I  were  on  trial. 

(9)  In  word  and  deed  I  will  try  to  be  a  fit  example 
for  my  pupils. 

Every  one  has  his  standard  of  life  and  makes  a 
greater  or  less  effort  to  live  up  to  it;  why  not  have  it 
expressed  in  writing  like  the  above,  and  placed  where 
it  can  be  seen  and  used  frequently  ?  In  arranging  our 


THE   GOVERNMENT  OF   THE   SCHOOL  213 

daily  program  we  must  have  a  time  for  self-examina- 
tion. We  must  review  the  work  of  the  day  and  see  if 
our  actions  measure  up  to  the  standard. 

2.  ORDER  IN  SCHOOL 

The  government  of  the  school  may  be  considered 
under  five  heads,  as  follows :  Order,  Rules,  Punishment, 
Management,  Training.  We  will  discuss  them  in  the 
sequence  named. 

What  Order  Means. — The  term  " order,"  as  applied 
to  schools,  has  two  meanings;  first  and  best, .it  means 
system,  proper  arrangement  of  work  and  plans,  every- 
thing carried  on  harmoniously  at  the  time  appointed. 
All  this  depends  entirely  upon  the  teacher  and  has 
been  sufficiently  discussed  in  other  places.  Second,  it 
means  the  behavior  of  the  students,  their  observance 
of  the  regulations,  and  attention  to  their  several  duties. 
Disorder  consists  in  neglect  of  duty,  doing  things  at 
the  wrong  time  and  doing  wrong  things  at  any  time. 

Everybody  likes  order  in  the  abstract  and  would 
like  to  be  orderly  in  life,  but  acquiring  the  habit  is 
difficult  and  irksome  and  children  will  not  do  it  with- 
out assistance.  True,  it  seems  to  come  more  naturally 
to  some  than  to  others,  but  all  will  do  things  in  a  more 
or  less  haphazard  way  unless  directed  and  supervised. 

Orderliness  in  Person  and  Surroundings. — Each  pupil 
should  be  taught  to  be  orderly  in  person,  in  desk  and 
surroundings  and  in  work.  The  matter  of  personal 


214  TEACHING  A  DISTRICT  SCHOOL 

appearance — hands  and  face  clean,  hair  and  clothing 
in  order — should  be  noticed  daily,  morning  and  after- 
noon. The  arrangement  of  books,  papers,  pens  and 
pencils  must  likewise  be  looked  after.  His  seat  is  the 
pupil's  home  and  must  be  put  in  order  whenever  it  is 
in  disorder,  no  matter  how  it  became  so.  These  ap- 
pear to  be  little  things,  but  their  observance  con- 
tributes much  to  the  good  of  the  school  and  to  the 
after  life  of  the  pupils. 

System  in  Work. — To  learn  to  work  systematically 
and  economically  requires  years  of  training,  and  there 
is  no  better  place  for  its  acquirement  than  the  school- 
room. It  should  begin  with  the  youngest  students 
and  continue  through  the  entire  course.  If  the  teacher 
is  himself  systematic,  it  will  make  the  training  of  the 
pupils  a  simple  matter.  He  will  see  that  the  pupils  are 
seated  to  the  best  advantage,  that  everything  is  in  order 
and  that  conditions  are  as  favorable  for  work  as  he  can 
make  them. 

Every  pupil  should  have  his  own  daily  program 
made  out,  and  the  teacher  would  do  well  to  see  that 
this  is  done.  He  may  take  a  class  at  a  time  for  the 
arrangement.  Thus  provided,  pupils  will  be  much 
more  likely  to  be  on  time  in  the  morning  and  attentive 
to  business  throughout  the  day. 

Such  a  program  will  give  them  also  a  better  idea  of 
the  value  of  time  and  the  necessity  of  economizing  it. 
If  they  fail  to  do  the  work  of  an  hour,  it  will  appear 
in  the  recitation  where  the  loss  may  be  pointed  out, 


THE  GOVERNMENT  OF  THE  SCHOOL      215 

so  that  they  may  be  conscious  of  it.  There  will  be  no 
time  to  make  it  up  in  school,  because  every  moment 
is  provided  for.  The  making  up  must  be  done  either 
at  playtime  or  at  home. 

It  must  not  be  expected  that  children  will  fall  into 
such  a  habit  at  once.  Young  and  older  occasionally 
will  lapse  into  play  when  they  should  work.  It  will 
take  "Line  upon  line,  precept  upon  precept,  here  a 
little  and  there  a  little"  of  instruction,  patience,  kind- 
ness and  will  power  on  the  part  of  the  teacher,  but 
progress  will  be  made  and  gradually  the  school  will 
become  a  busy  workshop,  everything  moving  forward 
quietly  and  harmoniously  with  the  order  and  precision 
of  machinery.  Such  a  school  presents  one  of  the  most 
beautiful  sights  in  the  world  and  the  pupils  will  be  as 
much  delighted  with  it  as  the  teacher. 

3.  RULES  AND  REGULATIONS 

Sufficient  instruction  on  this  subject  has  been  given 
under  the  same  topic  in  Chapter  Two.  It  should  be 
re-read  at  this  point. 

4.  PUNISHMENT 

The  Law  of  Natural  Penalty. — Every  wrong  act  has  a 
natural  penalty  that  is  certain  to  follow.  The  penalty 
is  involved  in  the  act  itself.  A  burn  or  a  blow  injures 
the  tissue  concerned  and  we  suffer  pain.  We  may 


2l6  TEACHING  A  DISTRICT   SCHOOL 

alleviate  the  pain,  but  we  cannot  remove  the  injury. 
If  we  eat  something  injurious,  we  impair  the  body.  In 
short,  if  we  disobey  the  laws  of  health,  we  must  suffer 
the  consequences.  We  may  be  sorry  and  may  be  for- 
given the  offense,  but  we  cannot  avoid  the  penalty. 

The  same  is  true  of  our  moral  natures.  If  we  break 
a  moral  law,  we  injure  our  character  and  must  abide 
the  consequences.  If  we  tell  an  untruth,  we  likewise 
injure  our  character  and  impair  our  reputation.  Our 
reliability  has  been  tested  and  has  failed.  We  may 
be  forgiven,  but  our  weak  spot  has  been  discovered  and 
we  shall  not  be  trusted  to  the  same  extent  soon  again. 
This  is  the  natural  penalty. 

Now  a  wise  and  merciful  Providence  has  so  ar- 
ranged it  that  the  results  of  ordinary  infractions  of  the 
law  are  not  everlasting.  The  flesh  of  a  child  is  soft  and 
delicate  and  must  of  necessity  meet  with  a  multitude 
of  injuries.  Nature  kindly  heals  the  bumps  and  bruises 
and  toughens  the  flesh  so  that  no  harm  remains.  The 
pain  attendant  upon  the  injury  was,  however,  a  warn- 
ing to  be  more  careful  in  future,  lest  greater  evils 
befall.  If  the  child  should  lose  an  eye  or  a  limb, 
Nature  cannot  restore  it. 

.The  moral  nature  of  childhood  is  likewise  tender 
and  delicate  and  subject  to  many  bumps  and  bruises 
that  bring  pain  and  tears.  These  are  not  held  against 
the  child  to  his  permanent  injury,  but  are  lost  sight 
of  and  forgotten.  Like  the  bodily  injuries,  the  suffer- 
ing entailed  is  a  warning  against  future  and  greater 


THE  GOVERNMENT  OF  THE  SCHOOL      217 

offenses  that  might  result  in  permanent  harm,  like  loss 
of  character  or  reputation.  If  the  conscience  be  seared 
or  destroyed,  there  is  no  recovery. 

Corporal  Punishment. — This  is  not  a  natural  penalty 
for  a  wrong  act.  It  is  an  artificial  means  of  prevention 
that  may  be  used  when  the  natural  penalty  is  not  ap- 
parent to  the  child,  or  does  not  act  as  a  deterrent. 
Disobedience  is  wrong  because  it  injures  the  moral 
character  (the  unfailing  penalty),  and  may  lead  to 
serious  consequences,  as  the  loss  of  life  or  limb  or 
reputation.  But  the  child  is  not  conscious  of  the 
moral  loss  and  cannot  understand  the  danger  imminent 
or  remote. 

For  example,  a  child  may  be  told  not  to  play  out- 
side the  yard,  the  reason  being  the  remote  danger  of 
passing  teams,  or  a  pond  some  distance  away, — rea- 
sons which  he  cannot  understand,  having  no  knowl- 
edge of  such  dangers.  The  child,  left  alone  in  the 
yard,  wanders  outside,  has  a  good  time  and  no  harm 
results.  Mother  or  teacher  said,  "I  am  afraid  you  will 
get  hurt,"  but  he  did  not  get  hurt,  is  not  afraid  and 
determines  to  do  the  same  thing  again  if  opportunity 
offers.  The  child  cannot  be  made  to  see  the  danger 
nor  realize  the  sin  of  disobedience,  and  so  must  be 
punished  for  his  own  good. 

The  question  now  arises,  what  kind  of  punishment 
will  be  most  suitable  to  the  offense  and  most  effective 
in  preventing  a  repetition  ?  Whipping  is  a  quick  and 
easy  kind  to  administer,  and  if  severe  is  likely  to  be 


2l8  TEACHING  A   DISTRICT   SCHOOL 

effective.  The  objection  to  it  is  that  it  carries  with  it 
no  moral  restraint.  If  the  child  obeys  hereafter,  it  will 
be  because  he  fears  another  whipping  and  not  because 
it  is  wrong. 

Other  Methods  of  Punishment. — A  better  way  might 
be  to  tell  him  he  cannot  play  in  the  yard  when  there 
is  no  one  to  watch  him,  lest  he  wander  away  again 
and  get  hurt.  He  finds  in  a  day  or  two  that  his  dis- 
obedience is  costing  him  dearly  and  promises  not  to 
do  so  again,  and  the  privilege  is  restored. 

Let  us  suppose  that  for  a  few  days  he  remembers 
his  promise;  then,  when  no  one  is  looking,  he  slips 
out  and  by  and  by  returns  unhurt  with  no  one  the 
wiser.  When  playtime  is  up,  the  mother  inquires  if 
he  has  remained  in  the  yard  all  the  time.  Knowing 
he  will  be  punished  if  he  tells  the  truth',  he  denies  his 
disobedience  and  goes  free.  He  now  decides  that 
lying  pays  and  repeats  the  offense  until  he  is  caught. 
Will  she  not  have  to  adopt  whipping  now  as  a  last 
resort?  He  has  not  only  disobeyed,  but  has  added 
two  other  and  worse  offenses,  breaking  his  promise 
and  lying  about  it. 

Here  is  indeed  a  difficult  situation.  Many  mothers 
will  be  driven  to  the  rod,  perhaps  accompanying  it 
with  a  moral  lecture  on  the  triple  sin.  Let  it  be  said 
that  whipping,  righteously  administered,  is  far  better 
than  neglect  or  scolding.  A  better  plan  would  be  to 
have  a  serious  talk  with  the  child  concerning  his  faults, 
and  explain  to  him  that  he  must  obey  and  put  him  on 


THE  GOVERNMENT  OF  THE  SCHOOL      2IQ 

a  longer  probation  than  before.  If  he  repents,  he  may 
be  forgiven  but  cannot  yet  be  trusted.  Even  if  he 
promises,  he  should  be  told  that  he  broke  his  promise 
once  and  may  do  it  again.  This  will  show  him  the  real 
penalty  of  lying,  namely,  that  his  word  is  not  trusted 
and  will  not  serve  him  as  it  did  before  he  broke  it. 
When  he  fully  realizes  this  and  determines  hereafter 
to  be  faithful,  he  should  be  trusted  in  some  small  mat- 
ter and  then  in  something  more  important  and  so  con- 
tinued until  he  has  been  fully  restored  to  his  former 
position. 

In  every  case  if  the  child  can  be  made  to  feel  the 
natural  penalty  of  wrongdoing,  it  is  much  better  than 
artificial  punishment.  Many  of  the  rules  of  the  school, 
however,  are  simply  for  the  comfort  and  convenience 
of  pupils  and  teacher  and  carry  with  their  infraction 
no  moral  injury  except  that  which  is  incurred  by  dis- 
obeying. For  example,  if  a  child  should  persist  in 
getting  out  of  step  in  marching  or  in  doing  little  things 
that  are  annoying,  it  may  not  be  possible  to  punish 
him  by  depriving  him  of  the  exercise,  whatever  it  is, 
as  that  might  be  just  to  his  liking.  In  such  a  case  he 
must  be  told  kindly  but  firmly  that  he  must  do  his 
part.  If  this  does  not  suffice,  vigorous  treatment  must 
be  administered.  Let  him  be  deprived  of  some  privi- 
lege that  he  will  value,  or  better  still  just  make  him  do 
the  thing  that  he  is  shirking  or  slighting  as  he  ought 
to  do  it.  If  the  teacher  is  kind  and  firm  in  all  his  re- 
quirements, he  is  not  likely  to  meet  with  serious  op- 


22O  TEACHING  A  DISTRICT  SCHOOL 

position.  It  is  the  weak  and  vacillating  teacher  that 
meets  with  continual  annoyance. 

Punishments  to  be  Avoided. — No  punishment  that  is 
cruel  or  torturing  should  ever  be  thought  of,  much  less 
resorted  to.  It  puts  the  teacher  in  the  light  of  a  tyrant 
and  proves  to  the  pupils  that  he  is  out  of  harmony 
with  them.  Harsh  treatment  may  cow  the  school  and 
produce  a  sullen  obedience,  but  it  will  bring  unhappi- 
ness  and  cultivate  bad  dispositions.  It  is  wholly  to  be 
condemned. 

Punishments  that  are  excessively  humiliating  are 
likewise  to  be  avoided.  The  dunce  cap  may  convince 
a  boy  that  he  is  a  dunce,  but  that  is  the  very  thing  he 
ought  not  to  think.  Convince  him  that  he  is  a  dunce 
or  that  he  is  the  worst  boy  in  school  and  he  is  likely  to 
accept  the  situation  and  act  on  it.  Better  tell  him  he 
is  not  any  of  these  things  and  you  cannot  be  convinced 
that  he  is,  and  he  will  not  make  any  further  effort  in 
the  wrong  direction.  Let  it  be  borne  in  mind  that  all 
wrong  punishments  injure  the  teacher  more  than  the 
pupils,  and  render  his  future  government  more  diffi- 
cult. 

Fairness  and  Justice. — Again,  punishments  should  al- 
ways be  fair,  that  is,  they  should  be  in  proportion  to  the 
offense.  Children  have  a  wonderfully  strong  sense  of 
fairness.  This  is  their  main  dependence  on  the  play- 
ground. If  one  does  not  play  fair,  the  others  will  not 
play  with  him.  "That  is  not  fair"  is  their  severest 
condemnation.  It  is  the  innate  sense  of  justice  that 


THE   GOVERNMENT   OF   THE   SCHOOL  221 

is  one  of  the  strong  points  in  our  national  character. 
It  will  not  do  to  ignore  it  nor  override  it.  It  should  be 
cultivated. 

In  every  case  requiring  punishment,  the  teacher 
should  ask  himself  what  course  will  be  fair  and  just, 
not  only  from  his  standpoint  but  from  that  of  the 
pupils.  If  there  is  a  doubt,  let  the  error  be  on  the  side 
of  fairness.  To  go  beyond  justice  is  looked  upon  as 
an  outrage  and  arouses  indignation  that  is  expensive 
to  the  teacher.  On  the  other  hand,  if  he  establishes  a 
record  of  fairness,  he  will  have  the  school  on  his  side, 
an  essential  state  of  affairs  in  easy  government. 

It  is  a  favorite  method  with  some  teachers,  when  an 
offense  has  been  committed,  to  hold  court  over  it  and 
reserve  the  sentence,  leaving  the  offender  in  a  state  of 
dread  and  uncertainty.  This  is  not  right.  It  is  not 
in  accordance  with  the  Golden  Rule,  "  Whatsoever  ye 
would  that  men  should  do  to  you,  do  ye  even  so  to 
them."  As  much  time  should  be  taken  for  delibera- 
tion as  is  required  for  a  wise  decision  and  no  more. 
The  two  greatest  essentials  to  effectiveness  are  swift- 
ness and  certainty.  If  punishment  were  certain  to  fall 
immediately,  offenses  would  seldom  be  committed. 

The  Value  of  Inspiration. — Lastly,  inspiration  is  in- 
finitely better  than  threats  or  punishments.  The 
teacher  who  is  whole-souled  and  enthusiastic,  who  is 
constantly  setting  high  ideals  of  attainment  before  his 
pupils,  will  have  but  little  need  to  resort  to  punish- 
ment. There  is  something  seriously  the  matter  with  the 


222  TEACHING  A   DISTRICT   SCHOOL 

teacher  who  is  always  punishing.  Such  a  one,  if  he 
cannot  bring  about  a  different  state  of  affairs,  would 
better  seek  some  other  vocation.  He  should  admit 
that  the  trouble  is  in  himself  or  in  his  methods,  search 
out  the  cause  and  apply  a  remedy.  Teaching  is  too 
sacred  a  matter  to  trifle  with. 

5.  SCHOOL  MANAGEMENT 

The  Aim  of  the  Public  School. — There  are  two  things 
essential  to  the  success  of  every  workman,  namely,  a 
knowledge  of  the  end  to  be  attained,  and  a  plan  by 
which  that  end  can  be  reached  in  the  time  allotted. 
A  teacher  should  have  an  accurate  conception  of  the 
aim  of  the  public  school.  Speaking  in  general  terms, 
it  consists  in  three  things:  First,  the  acquirement  of 
knowledge;  second,  the  development  of  the  mind,  and 
third,  the  formation  of  character.  Each  of  these  should 
be  considered  separately.  The  acquirement  of  knowl- 
edge should  extend  to  the  completion  of  the  branches 
taught  in  the  district  school  and  to  obtaining  the 
diploma  offered  by  the  state  for  such  work. 

The  development  of  mind  must  be  measured  largely 
by  the  scholarly  attainments  of  the  pupils  in  the  branches 
taught,  and  by  the  instruction  of  the  teacher  on  all 
related  subjects.  The  studies  pursued  and  the  in- 
struction are  supposed  to  be  the  best  material  for  mind 
growth  that  can  be  furnished. 

The  foundation  for  a  good  moral  character  can  be 


THE  GOVERNMENT  OF  THE  SCHOOL  223 

laid  in  these  years.  It  is  the  character-forming  period. 
The  test  of  its  effectiveness  will  come  in  the  lives  of 
the  pupils  after  their  schooling  is  over. 

All  this  cannot  be  done  in  one  term  of  school.  Some 
will  be  beginning,  others  completing  the  course.  Each 
class  should  have  a  certain  definite  amount  of  work 
laid  out  for  it  so  that  it  may  look  forward  to  that  end, 
and  finally  each  individual  should  be  judged  as  to  his 
capacity  and  planned  for  accordingly.  It  is  much  more 
satisfactory  to  all  concerned  to  work  to  a  plan,  than 
to  go  forward  blindly  without  any  special  end  in  view. 

A  Plan  for  Each  Detail. — The  government  of  the  school 
likewise  should  be  well  planned.  The  teacher  should 
determine  in  what  ways  he  can  best  handle  his  school 
and  then  proceed  in  those  ways.  Some  prefer  to  have 
their  pupils  march  in  and  out  with  order  and  precision ; 
also,  to  come  to  class  and  return  according  to  pre- 
scribed order.  It  is  a  good  thing  if  well  done,  but 
sometimes  the  teacher  becomes  careless  and  permits 
the  pupils  to  fall  into  slipshod  habits,  in  which  case  it 
were  better  omitted  entirely.  The  only  thing  insisted 
upon  here  is  that  there  should  be  some  plan  for  each 
detail  and  that  it  should  be  followed  to  the  letter. 

It  often  happens  that  plans  need  to  be  changed  from 
time  to  time.  Probably  no  method  is  so  good  but  that 
it  might  be  improved  upon.  To  be  constantly  chang- 
ing shows  weakness,  but  not  to  change  at  all  indicates 
lack  of  growth.  Any  rule  or  regulation  should  be 
subject  to  change,  to  be  modified  or  dispensed  with 


224  TEACHING  A   DISTRICT   SCHOOL 

altogether,  but  there  should  be  a  good  reason  for 
changing  and  it  should  be  done  with  the  idea  of  im- 
provement. 

Quick  Decisions  a  Test  of  Fitness. — In  the  manage- 
ment of  the  school,  the  teacher  is  called  upon  to  render 
a  multitude  of  decisions.  Many  of  them  must  be  given 
at  a  moment's  notice.  These  decisions  are  one  of  the 
strongest  tests  of  fitness.  If  they  are  wisely  rendered, 
the  teacher  gains  in  strength:  otherwise  he  fails  to  a 
greater  or  less  extent. 

Many  questions  can  be  foreseen  and  some  provision 
made  in  advance.  Others  will  be  sprung  suddenly  and 
require  a  prompt  decision.  At  such  a  time  the  teacher 
should  keep  a  cool  head  and  not  speak  until  he  is 
reasonably  sure  of  his  ground.  He  should  take  into 
consideration  the  circumstances  surrounding  the  ques- 
tion and  decide  according  to  his  best  judgment,  not 
permitting  his  mind  to  be  biased  by  pleadings  or  argu- 
ments that  have  no  weight.  If  he  makes  a  mistake,  he 
should  not  hesitate  to  acknowledge  it  and  should  avoid 
a  like  error  in  the  future. 

In  this  way,  each  decision  forms  a  precedent  for  ftiture 
action  so  that  in  time  almost  every  important  matter 
will  have  received  consideration,  and  questions  may  be 
decided  in  the  light  of  previous  ones  whose  conse- 
quences are  known.  Thus  experience  gives  us  wis- 
dom. 

Arrangement  of  the  Schoolroom. — Such  matters  as  the 
arrangement  of  desks,  seating  of  the  pupils,  adjust- 


THE   GOVERNMENT   OF   THE   SCHOOL  225 

ment  of  light  and  heat  are  all  worthy  of  careful  atten- 
tion. It  is  entirely  in  the  teacher's  province  -to  decide 
where  each  pupil  shall  sit,  but  it  is  not  wise  to  shift 
any  one's  seat  except  for  good  reason.  If  a  pupil  per- 
sists in  whispering  or  teasing  those  nearest  him,  it  is 
a  natural  penalty  for  him  to  forfeit  his  seat  for  a  less 
desirable  place.  But  it  should  be  understood,  after 
the  school  has  once  been  permanently  seated  accord- 
ing to  the  teacher's  idea,  that  each  one's  seat  is  his  own 
and  so  long  as  he  conducts  himself  as  he  should,  he 
will  not  be  disturbed. 

Dolors,  windows  and  blinds  or  shades  have  been 
mentioned  elsewhere.  They  should  all  be  in  good 
order  and  kept  so  throughout  the  term,  so  that  the 
school  will  not  be  needlessly  annoyed.  If  the  room  is 
pleasant  and  comfortable,  there  will  be  less  friction  and 
better  progress  will  result. 

Do  not  wait  for  things  to  get  out  of  order,  but  keep 
them  in  order.  A  teamster  does  not  put  off  oiling  his 
wagon  until  the  screeching  of  the  wheels  reminds  him 
of  it,  but  examines  ahead  and  applies  the  oil  in  time 
to  avoid  trouble,  thus  saving  his  wagon,  his  team  and 
perhaps  his  temper.  This  principle  applied  in  the 
schoolroom  will  work  equally  well.  Oil  the  bearings 
before  the  machinery  begins  to  screech. 

When  all  is  in  thorough  order  and  the  teacher  knows 
just  what  he  wants  to  do  and  how  he  means  to  do  it, 
he  can  go  about  every  duty  coolly  and  calmly,  as  one 
who  is  master  of  the  situation.  This  will  win  respect, 

Dist.  School — 15  * 


226  TEACHING  A   DISTRICT   SCHOOL 

whereas  doubt,  hesitation  or  excitement  proclaims 
weakness  and  invites  contempt. 

6.  TRAINING 

t 
Pupils  not  only  admire  a  well-trained  teacher,  one 

who  knows  his  business  and  attends  to  it,  who  is  not 
flustered  at  little  things  nor  taken  by  surprise  by  larger 
ones,  and  who  is  self-possessed  under  all  circumstances, 
but  they  are  also  anxious  for  such  a  training  themselves 
and  moreover  have  a  right  to  it.  Self -discipline  is  the 
principal  part  of  an  education.  Knowledge  without  it 
is  well-nigh  useless.  If  a  pupil  is  trained  to  think,  to 
plan,  to  work  steadily  in  spite  of  difficulties  and  ob- 
stacles, there  is  little  he  may  not  achieve.  This,  to- 
gether with  right  convictions,  abiding  principles  and 
firmness  of  character,  makes  the  desirable  citizen. 

Right  Habits  of  Thought  and  Action. — Hence  it  is 
plain  that  the  teacher's  main  duty  is  thus  to  train  his 
pupils  into  right  habits  of  thought  and  action.  All 
the  books,  recitations  and  regulations  are  but  means 
to  this  end.  Each  lesson  is  thoroughly  learned  and 
assimilated  not  so  much  for  its  own  intrinsic  value,  as 
for  the  habit  of  doing  well  whatever  is  to  be  done.  If 
by  means  of  the  lessons  of  the  schoolroom,  the  habit  of 
thoroughness  is  established  for  life,  the  value  of  those 
lessons  cannot  be  overestimated.  Promptness,  regu- 
larity of  attendance  and  attention  to  duty  are  all  of 
great  advantage  in  carrying  on  the  work  of  the  school, 


THE  GOVERNMENT  OF  THE  SCHOOL      227 

but  if  they  become  fixed  habits  that  will  remain  through 
life,  they  are  vastly  more  valuable. 

The  Force  of  Example. — If  a  teacher  will  stop  to  con- 
sider what  his  pupils  will  think  of  him  and  his  teach- 
ing in  after  years,  he  will  not  permit  any  laxity  in  his 
own  life.  Almost  without  exception,  young  people  are 
grateful  to  those  who  have  helped  them  to  overcome 
bad  or  careless  habits  and  have  set  them  on  the  road 
to  usefulness,  and  to  receive  their  love  and  appreciation 
is  one  of  the  chief  delights  of  teaching.  On  the  other 
hand,  they  look  back  with  regret,  as  well  they  may, 
upon  years  spent  under  some  poor  instructor,  who, 
either  from  ignorance  or  indolence,  failed  to  give  them 
the  training  they  have  since  needed.  They  very  justly 
hold  such  a  one  responsible  for  their  failures  and  heap 
blame,  not  to  use  a  stronger  term,  upon  his  head. 

Let  it  be  engraved  upon  his  heart  that  the  test  of  a 
teacher  is  his  pupils.  They  will  exemplify  his  teachings. 
The  Savior  of  the  world  is  the  ideal  teacher.  He  had 
no  schoolhouse,  no  text-books,  no  board  of  education 
and  received  no  salary.  His  pupils  were  picked  up 
from  the  common  walks  of  life  and  were  apparently  no 
better  than  the  thousands  of  others  around  them.  But 
after  a  few  short  years  under  his  instruction,  and  man- 
ifestly because  of  it,  they  became  men  of  unusual 
courage  and  power  and  left  an  impress  upon  the  world 
that  will  never  be  forgotten.  Critics  may  find  fault 
with  his  methods,  but  the  lives  of  his  disciples  and  of 
all  who  have  taken  his  teaching  as  their  rule  of  con- 


228  TEACHING  A  DISTRICT  SCHOOL 

duct  are  unanswerable.  They  are  his  epistles,  teach- 
ings, or  text-books,  known  and  read  of  all  men. 

Socrates  and  Plato  were  the  great  teachers  of  ancient 
Greece.  The  names  of  many  of  their  pupils  are  as 
household  words  to  every  student  of  history.  Through 
association  with  their  teachers  the  pupils  themselves 
became  great. 

So  it  has  ever  been  and  will  always  be.  The  teacher 
is  more  important  than  the  schoolhouse,  the  desks  or 
the  text-books.  If  he  is  great-souled,  the  pupils  will 
catch  his  spirit  and  become  like  him.  If  he  is  little 
and  despicable,  we  may  expect  to  find  the  same  traits 
in  those  whom  he  teaches.  The  only  person  who  is 
fit  to  stand  before  the  school  is  the  one  whose  instruc- 
tion is  right  and  whose  life  measures  up  to  his  teach- 
ings. 

The  teacher's  life  being  correct,  he  may  freely  lay 
down  rules  of  conduct  for  his  pupils.  His  example  is 
their  rule.  He  is  not  addicted  to  tobacco,  uses  no  bad 
language,  does  not  display  rudeness;  he  may  therefore 
require  the  same  standard  for  his  pupils,  making  allow- 
ance, to  be  sure,  for  their  youthfulness  and  inexperi- 
ence, but  being  satisfied  with  nothing  less  than  earnest 
and  honest  efforts.  They  are  not  to  act  because  he 
does,  but  as  he  does,  striving  to  reach  his  attainments 
and  even  to  go  beyond  them  because  they  are  right 
and  desirable. 

The  young  artist  tries  to  copy  his  master's  works. 
He  makes  many  blunders,  has  to  erase  and  begin  over 


THE   GOVERNMENT   OF   THE   SCHOOL  22Q 

again  and  with  his  best  efforts  falls  far  short  of  the 
model.  The  master  is  patient,  points  out  the  causes 
of  failure  and  offers  suggestions  for  improvement. 
He  never  chides  for  imperfections,  unless  they  are  the 
result  of  carelessness  or  lack  of  effort.  The  pupil 
gradually  gains  in  skill  and  assurance  and  after  years 
of  patient  practice,  equals  or  perhaps  excels  his  master. 
Every  true  teacher  rejoices  to  see  his  pupils  gain  higher 
ground  than  he  has  reached,  while  they  in  turn  are  ever 
ready  to  share  their  honors  with  him. 


CHAPTER  XI 

HARVESTING  THE  RESULTS 

In  every  enterprise  man  labors  for  results.  The 
success  of  any  undertaking  is  measured  by  what  it 
produces.  If  the  results  are  unsatisfactory,  the  under- 
taking is  a  whole  or  partial  failure. 

It  has  been  pointed  out  in  the  preceding  chapter  that 
the  schools  have  an  object  in  view,  namely,  to  produce 
the  highest  grade  of  citizenship.  This  is  done  most 
effectively  by  affording  each  individual  the  opportunity 
to  make  the  best  man  or  woman  he  or  she  is  capable 
of  becoming.  It  was  stated  further  that  this  is  brought 
about  by  three  things,  the  acquirement  of  knowledge, 
the  development  of  the  mental  powers  and  the  forma- 
tion of  character. 

The  patrons  and  the  public  generally  have  a  right 
to  know  and  ought  to  know  how  the  school  is  succeed- 
ing in  its  mission.  They  cannot  stand  by  and  watch 
the  process  of  citizen-making.  They  must  judge  by 
such  indications  as  make  themselves  apparent  from 
time  to  time.  The  object  of  this  chapter  is  to  point 
out  certain  ways  by  which  the  efficiency  of  the  school 
may  become  manifest  to  the  community,  to  the  en- 
richment of  both  patrons  and  pupils. 

230 


HARVESTING  THE  RESULTS  231 

i.  THE  SCHOOL  EXHIBITION 

What  It  Is  and  What  It  Does.— The  School  Exhibition 
shows  to  the  patrons  the  mental  and  moral  tone  of 
the  school,  the  interest  of  the  pupils,  their  good  be- 
havior, their  ability  to  comport  themselves  commend- 
ably  before  an  audience  and  the  teacher's  skill  as  a 
leader.  It  is  a  public  showing  of  what  is  being  ac- 
complished in  school. 

As  commonly  given,  it  consists  of  declamations,  es- 
says, orations,  debates,  dialogues,  calisthenic  drills, 
current  events,  items  of  local  interest,  songs,  and 
speeches  by  teacher  and  visitors. 

It  has  a  number  of  objects  in  view.  It  is  expected 
to  increase  public  interest  and  secure  greater  co- 
operation; to  be  an  incentive  to  effort  on  the  part  of 
the  pupils;  to  quicken  a  lagging  interest  at  the  middle 
or  toward  the  close  of  the  term;  to  promote  diligence 
and  good  fellowship;  to  bring  to  light  any  latent  genius 
that  might  otherwise  remain  undiscovered. 

How  It  Should  Be  Planned. — An  exhibition  should  be 
planned  a  considerable  time  before  it  is  to  be  given. 
It  may  be  in  the  teacher's  mind  for  several  weeks 
before  being  mentioned  to  the  pupils.  He  must  take 
account  of  the  material  at  hand,  of  the  talent  to  be 
used.  This  one  principle  should  be  laid  down  as 
irrefragable,  that  every  pupil  in  the  school  must  have 
some  part.  If  one  cannot  sing,  he  can  take  part  in  a 
motion  song;  if  he  cannot  recite  alone,  he  can  in  con- 


232  TEACHING  A  DISTRICT   SCHOOL 

cert  with  his  class.  To  plan  something  for  the  small- 
est, the  dullest  and  the  timidest  requires  tact  and  wis- 
dom, but  it  must  be  done. 

When  the  plan  is  sufficiently  matured  to  insure  its 
feasibility,  it  may  be  made  known  to  the  school.  It 
will  be  more  enjoyed  if  the  initiative  appears  to  come 
from  the  pupils.  It  will  be  strange  if  they  will  not 
have  made  some  inquiries  as  to  whether  there  is  to 
be  an  exhibition  this  term.  The  teacher  has  evaded 
the  question,  or  promised  to  consider  it.  In  this  case, 
he  may  say  that  he  has  been  asked  to  consider  the 
advisability  of  giving  an  exhibition,  has  done  so  and 
sees  no  objection  if  the  school  as  a  whole  desires  it. 
This  being  ascertained  to  his  satisfaction,  he  may  out- 
line his  plan,  laying  down  such  simple  conditions  as 
seem  best.  It  will  be  wise  to  let  the  pupils  have  as 
much  share  in  the  planning  as  they  are  capable  of. 
They  may  elect  committees  with  the  understanding 
that  the  teacher  is  by  virtue  of  his  responsibility  a 
member  of  each.  These  committees  may  be  on  pro- 
gram, advertising,  decoration,  arrangement  of  plat- 
form, cleaning  up  the  grounds,  etc.  No  student  should 
serve  on  more  than  one  or  two  committees.  Each 
'committee  may  call  on  others  for  assistance.  In  this 
way  all  will  be  enlisted. 

Suggestion  for  a  Program. — It  will  be  the  duty  of 
the  committee  on  program  to  see  that  each  pupil  is 
assigned  to  some  suitable  part.  Requests  may  be  con- 
sidered, but  the  decision  of  the  committee  is' final  un- 


HARVESTING  THE  RESULTS  233 

less  it  sees  fit  to  reconsider.  The  program  should 
be  instructive,  practical  and  entertaining.  Patriotic 
selections  should  always  form  a  part.  The  following 
is  offered  as  suggestive  only: 

Call  to  order. 

School  Hymn. 

Prayer  by  clergyman  or  other  visitor. 

School  Song. 

Essay,  "A  Day  in  School." 

Declamation. 

Memory  Gems  by  First  Reader  Class. 

Motion  Song  by  Primary  Grades. 

Essay,  "Springtime  on  the  Farm." 

Declamation,  "The  Power  of  Habit"  (John  B.  Gough). 

Temperance  Song. 

Flag  Drill. 

Declamation,  Lincoln's  Gettysburg  Address. 

Song,  National  Anthem. 

Oration,  "What  Our  Country  Needs,"  by  largest  boy. 

History  Drill  by  advanced  students. 

Current  Events. 

School  Paper. 

Declamation,  Humorous  Selection. 

Original  Story  by  Fifth  Grade  pupil. 

Short  Speeches  by  visitors. 

Address  by  Teacher,  "What  Our  School  Is  and  Should  Be." 

Closing  Song,  National  Hymn. 

The  commonest  fault  of  programs  is  that  they  are 
too  long.  If  the  exhibition  is  held  in  the  daytime 
(as  it  should  be),  it  may  consume  the  afternoon  ses- 
sion; if  at  night,  not  over  two  hours. 

Preliminary  Preparations. — Having  thus  arranged  the 
program,  the  next  thing  is  the  preparation.  The  time 
for  giving  it  publicly  should  be  set  not  more  than  three 


234  TEACHING  A  DISTRICT  SCHOOL 

or  four  weeks  in  advance.  Sufficient  time  must  be  pro- 
vided for  each  one  to  prepare  his  part  so  that  school 
duties  will  not  be  seriously  interfered  with.  When  this 
has  elapsed,  drills  and  rehearsals  are  in  order.  These 
should  receive  the  very  best  effort  of  the  teacher.  His 
enthusiasm  will  inspire  the  pupils.  Parents  and  friends 
will  expect  something  worth  while  and  they  must  not 
be  disappointed. 

The  advertising  committee  has  its  duties.  No  cost 
of  printing  need  be  incurred.  Neat  handbills  may  be 
made  with  pen  or  pencil,  utilizing  the  best  talent  in 
the  school  in  the  lettering.  A  bright  picture  of  a  boy 
speaking  his  piece,  or  a  little  girl  reading  her  com- 
position, will  make  it  more  interesting.  But  the  best 
advertising  is  by  word  of  mouth.  No  fear  but  pupils 
will  give  glowing  accounts  of  what  is  coming,  when 
their  enthusiasm  has  been  properly  aroused. 

The  decorating  committee  should  do  a  lot  of  planning 
before  operations  are  begun.  It  is  an  opportunity  to 
cultivate  taste.  When  the  plans  are  complete,  the 
whole  school  or  a  special  committee  may  be  appointed 
to  secure  supplies.  Neatness  and  taste  are  prime 
essentials  in  decorating.  Here  is  where  the  teacher's 
superior  skill  will  be  needed  in  giving  directions. 

At  the  proper  time  a  meeting  of  all  committees 
should  be  called  and  reports  heard.  If  the  appointed 
work  of  any  is  completed,  it  may  be  discharged.  As 
the  time  approaches,  every  one  should  be  impressed 
with  a  feeling  of  personal  responsibility  for  the  success 


HARVESTING  THE  RESULTS      .  235 

of  the  exhibition.  Parents  also  have  been  enlisted. 
The  teacher  has  had  the  forethought  to  ask  Mr.  "A" 
to  be  prepared  for  a  short  talk  on  "The  District  School 
When  I  Was  a  Boy  ";  Mr.  "B,"  on  "The  Pressing 
Need  of  an  Education  in  These  Times";  Mr.  "C," 
who  was  formerly  a  teacher,  on  "High  Ideals  Neces- 
sary to  the  Greatest  Success."  This  completes  the 
preparations. 

When  planned  thus  carefully,  there  is  little  doubt 
of  the  success  of  such  an  undertaking  or  of  its  value 
to  the  community.  The  measure  of  the  teacher  will  be 
taken  by  the  character  of  the  exercises,  by  the  order 
preserved  and  by  the  dispatch  with  which  the  pro- 
gram is  carried  out.  When  it  is  over,  let  everything 
that  would  hinder  in  the  work  of  the  school  be  re- 
moved and  the  house  put  in  order.  The  next  morn- 
ing, at  the  opening  of  school,  a  brief  review  of  what 
has  been  accomplished  may  be  given,  praise  bestowed 
upon  all  who  made  honest  efforts,  and  suggestions  for 
improvements  offered  for  future  occasions. 

2.  THE  SCHOOL  EXPOSITION 

What  It  Is  and  What  It  Shows. — AH  exposition  is  a  pub- 
lic display  of  the  actual  work  done  in  every  branch  of 
study.  It  should  consist  of  samples  of  the  different 
kinds  of  work  done  by  each  pupil  in  the  school.  It 
should  set  forth  as  graphically  as  possible,  reading, 
writing,  spelling,  arithmetic,  geography  (including  map- 


236  TEACHING  A  DISTRICT  SCHOOL 

drawing),  physiology,  language,  composition,  drawing, 
nature  study,  in  short  all  branches  taught  and  any 
special  work  that  is  being  attempted,  such  as  manual 
training,  cooking,  sewing,  gardening  and  the  like. 

It  shows  the  skill,  advancement  and  thoroughness  of 
the  school.  It  is  the  complement  of  the  exhibition, 
which  shows  how  the  pupils  can  speak,  read  and  sing. 
The  exhibition  and  the  exposition  taken  together  fully 
represent  what  the  school  is  accomplishing. 

It  is  the  right  and  should  be  the  privilege  of  every 
one,  when  on  inspection,  to  be  seen  at  his  best.  This 
does  not  mean  that  shoddy  work  may  be  the  rule  in 
the  daily  routine  with  occasional  furbishing  up  to  de- 
ceive the  public.  It  means  that  in  all  work  there  are 
chips  and  rubbish;  there  are  earnest  attempts  and 
honest  failures;  there  are  repeated  trials  and  final 
triumphs.  All  work  should  be  the  best  possible  at  the 
time.  But  there  comes  a  time  when  the  tears  of  failure 
are  past  and  the  crown  of  success  is  won.  Then  it  is 
ready  for  the  public  eye.  As  a  great  building  is  not 
ready  for  exhibition  until  it  is  completed,  and  until  all 
the  odds  and  ends,  misfits  and  rubbish  and  all  signs 
of  toil  and  sweat  have  been  removed,  so  it  is  with  the 
work  of  the  school, — the  public  wants  to  see  the  fin- 
ished product. 

How  to  Make  It  Successful. — There  are  three  elements 
necessary  to  a  successful  exposition,  namely,  a  teacher 
who  can  plan  and  execute,  the  cooperation  of  pupils  and 
patrons,  and  sufficient  time  jor  preparation.  Like  the 


HARVESTING   THE  RESULTS  237 

exhibition,  it  is  for  every  member  of  the  school.  Ordi- 
narily, the  best  time  for  it  is  at  the  close  of  the  term. 
If  pupils  know  in  good  time  that  specimens  of  their 
work  are  to  be  exhibited,  it  will  be  a  strong  incentive 
for  each  one  to  do  his  best.  If  specimens  of  penman- 
ship, drawing  and  the  like  are  taken  near  the  close,  it 
will  add  to  the  inducement  to  effort.  Specimens  should 
always  be  taken  from  time  to  time,  say  at  the  end  of 
each  month.  A  good  quality  of  paper  should  be  used 
and  great  pains  taken  in  the  matter  of  neatness  and 
accuracy. 

In  such  studies  as  penmanship,  spelling,  drawing 
and  numbers,  methods  of  procedure  will  readily  sug- 
gest themselves;  others  may  be  more  difficult.  Mak- 
ing reading  •  lessons  is  an  excellent  practice  and  not 
very  difficult  when  once  understood.  Familiar  objects 
should  be  chosen  such  as  Nut  Gathering,  Sorghum 
Making,  Berrying,  Making  a  Bouquet,  etc.  Let  the 
pupils  tell  their  experiences  or  give  their  ideas  on 
these,  writing  them  out  in  proper  order  for  a  reading 
lesson.  A  nice  drawing  on  the  margin  of  the  page, 
suggestive  of  the  subject,  as  a  stalk  of  cane,  a  bunch 
of  berries,  or  a  flower,  adds  an  effective  touch.  Neat 
little  pictures  cut  from  advertisements  will  serve  a  like 
purpose. 

This,  you  will  say,  is  not  reading,  but  composition. 
It  is  composition  truly  etiough,  but  why  not  reading? 
Pupils  will  read  their  own  compositions  better  and 
enjoy  them  more  than  those  found  in  books. 


238  TEACHING  A  DISTRICT   SCHOOL 

Physiology  is  a  good  subject  for  written  work. 
Even  if  the  teaching  is  oral,  valuable  lessons  may  be 
given  with  simple  illustrations,  the  pupils  writing  out 
at  their  seats  the  substance  of  what  was  developed  in 
the  class,  accompanying  it  with  the  blackboard  draw- 
ing used  by  the  teacher.  Nature  study  also  furnishes 
an  inexhaustible  supply  of  interesting  material.  Each 
month  in  the  year  has  its  products,  and  the  study  of 
birds,  insects,  weeds,  flowers  and  crops  affords  a  de- 
lightful variety  for  the  cultivation  of  the  mind,  and 
the  specimens  and  written  descriptions  will  make  an 
interesting  and  instructive  display.  In  fact,  when  the 
work  of  preparing  for  an  exposition  is  once  started, 
there  is  no  trouble  in  finding  material.  The  greatest 
danger  will  be  in  having  too  much,  so  that  it  will  be 
confusing. 

Arranging  the  Display. — Considerable  care  is  neces- 
sary in  arranging  the  display  so  that  it  may  be  seen 
readily  and  understood.  As  much  of  it  as  possible 
should  be  put  on  the  walls  so  that  it  may  be  seen  with- 
out handling.  A  blank  wall  is  much  to  be  preferred. 
The  work  of  the  several  grades  should  be  arranged 
in  order,  beginning  with  the  first.  Each  grade  should 
be  ticketed  and  further  distinguished  by  some  kind 
of  boundary  line.  When  the  available  wall-space  is 
exhausted,  boards  about  three  feet  high  may  be  placed 
around  the  sides  of  the  room  and  the  same  order  of 
arrangement  observed.  This  will  give  sufficient  space. 

The  Results  Accomplished. — A  whole  afternoon  is  not 


HARVESTING  THE  RESULTS  239 

too  much  to  devote  to  an  exposition  in  a  district  school. 
The  advanced  pupils  should  be  shown  how  to  conduct 
visitors  around  the  room  and  explain  the  work.  They 
and  the  teacher  will  find  plenty  to  do.  Every  parent 
will  want  to  see  the  work  of  his  or  her  children  and 
compare  it  with  that  of  others.  It  often  happens  that 
a  boy  who  has  been  absent  a  considerable  portion  of 
the  time,  will  have  a  poor  showing.  The  parents  will 
ask  the  reason  for  this,  and  the  answer  should  be  forth- 
coming, "Eddie  was  absent  so  many  days  or  weeks 
and  fell  behind  his  class."  No  better  object  lesson  can 
be  furnished,  and  it  will  be  strange  if  the  parents  do 
not  determine  that  Eddie  shall  not  be  kept  out  of  school 
on  any  frivolous  pretext  hereafter. 

Many  exclamations  also  will  be  made  about  the  ex- 
cellence of  the  work,  as  most  of  the  visitors  never  saw 
anything  to  equal  it.  No  such  thing  was  thought  of  in 
their  day.  Interest  and  pride  in  the  skill  and  pro- 
ficiency of  their  children  will  be  aroused,  and  they 
will  carry  away  a  greater  realization  of  the  value  of  a 
day  in  school  than  they  ever  had  before.  The  children 
likewise  will  feel  that  their  efforts  have  been  appre- 
ciated. Their  taste  of  triumph  will  cause  them  to 
strive  for  still  greater  achievements  in  the  future. 

When  all  is  over,  each  pupil  may  carry  away  with 
him  such  of  his  own  work  as  he  desires  to  preserve. 
It  will  serve  for  future  comparisons.  The  author  has 
given  many  such  expositions  and  always  with  the  most 
gratifying  results. 


240  TEACHING  A  DISTRICT  SCHOOL 

3.  OTHER  TESTS  OF  THE  SCHOOL'S  SUCCESS 

Character  Made  in  School. — However  much  the  work 
just  described  may  please  the  patrons  of  the  school, 
they  will  be  still  more  delighted  if  they  can  see  marked 
signs  of  improvement  in  the  pupils  themselves.  If 
their  faces  are  brighter  and  more  animated,  if  they  are 
more  manly  and  womanly,  if  their  manners  are  im- 
proved so  that  they  are  becoming  real  gentlemen  and 
ladies,  it  will  be  a  proud  day  for  their  parents.  They 
may  not  say  much  nor  be  able  to  express  their  thoughts, 
but  their  faces  will  show  their  happiness  and  satis- 
faction. 

If  they  can  see  that  Willie  is  more  painstaking, 
Mary  is  more  thoughtful  and  studious,  Richard  always 
says  "thank  you"  and  "excuse  me,"  John  is  "getting 
to  be  quite  a  man,"  it  will  not  matter  about  words. 
Their  shining  eyes  and  warm  handclasp  will  be  suffi- 
cient. The  teacher  will  go  home  and  give  thanks  that 
he  has  had  the  privilege  of  guiding  the  footsteps  of  those 
young  people.  He  will  watch  their  future  develop- 
ment with  a  fatherly  interest  and  never  cease  to  re- 
gard them  as  his  pupils. 

Looking  Forward. — Another  fair  way  to  judge  the 
efficiency  of  a  school  is  to  observe  the  signs  of  purpose 
in  the  minds  of  the  pupils,  particularly  the  older  ones. 
Have  they  some  definite'  worthy  aim  in  life,  or  are 
they  merely  drifting  hither  and  thither  like  a  leaf  on 
a  pond?  How  many  are  planning  to  seek  further 


HARVESTING  THE  RESULTS  241 

education  than  the  district  school  affords?  How 
many  have  their  minds  set  to  improve  on  the  condi- 
tions about  them?  Are  these  young  people  planning 
to  take  high  places  in  the  world  around  them  as  teach- 
ers, preachers,  farmers,  merchants  and  mechanics? 
If  they  cannot  now  decide  what  their  future  vocation 
shall  be,  are  they  nevertheless  laying  a  firm  founda- 
tion for  whatever  opens  up  before  them?  These  are 
pointers  that  show  what  is  being  done. 

The  teacher  who  fires  the  minds  of  his  pupils  with 
noble  aspirations,  is  doing  much  if  he  does  nothing 
else.  But  fortunately  he  must  be  doing  his  whole  duty 
in  order  to  do  that.  We  cannot  conceive  of  a  lazy 
and  shirking  teacher  creating  enthusiasm  in  his  pupils. 
It  takes  fire  to  kindle  fire,  and  fuel  to  keep  it  burning. 
It  is  a  common  saying  in  these  days  that  every  boy 
or  girl  that  really  desires  it  may  have  a  thorough  edu- 
cation. Schools  abound  on  every  side,  offering  the 
means  of  education  to  the  humblest  and  the  poorest. 
It  remains  for  the  teacher  to  kindle  the  desire  and 
show  the  way.  If  we  cannot  discover  these  signs, 
there  is  something  wrong  with  the  teaching. 

Habits  of  Reading  and  Self -Improvement. — If  such  work 
as  that  which  has  been  outlined  in  this  book  has 
been  faithfully  performed,  even  one  term  of  school 
will  show  gratifying  results.  The  pupils  will  be  in 
possession  of  some  good  books  and  will  have  acquired 
the  taste  and  habit  of  reading.  They  should  be  en- 
couraged to  keep  on  adding  to  their  stock  of  books  and 

Dist.  School— 16 


242  TEACHING   A   DISTRICT   SCHOOL 

to  continue  their  reading.  If  they  do  this,  they  are 
certain  to  go  on  gathering  knowledge  and  improving 
their  minds.  Otherwise,  at  the  end  of  the  term,  their 
education  comes  to  a  standstill  and  their  minds  begin 
to  grow  rusty. 

The  teacher  should  have  the  community  and  the 
school  so  organized  and  cooperating  that  a  reading  or 
literary  society  will  go  on  through  the  vacation.  When 
the  mental  power  of  the  district  has  been  brought  into 
fine  working  order  through  six  months  of  effort,  it  is 
poor  economy  to  let  it  lie  idle  for  the  next  half  year. 
There  is  not  only  the  loss  of  what  might  be  accom- 
plished, but  the  machinery  is  certain  to  rust  and  get 
out  of  order  from  disuse.  Much  time  and  effort  will  be 
required  to  put  it  in  shape  again. 

It  cannot  but  be  a  source  of  satisfaction  to  the 
teacher  to  know  that  his  work  is  going  forward  after 
his  term  of  service  is  over;  that  his  plans  for  the  better- 
ment of  the  neighborhood  are  being  carried  out.  The 
leaders  and  workers  owe  their  training  to  him ;  and  the 
greater  their  success,  the  more  joy  and  credit  to  him. 

A  course  of  reading  may  be  laid  out  for  the  pupils 
that  will  last  through  the  vacation,  taking  so  much  a 
day  or  week.  Each  one  may  write  the  teacher  a  letter 
at  the  end  of  a  month,  telling  him  what  he  has  ac- 
complished and  ,  receive  in  return  suggestions  for 
further  work.  This  will  be  something  definite  and  the 
letters  will  be  a  source  of  pleasure  to  all  concerned. 

Subjects  for  discussion  for  the  literary  society  may 


HARVESTING   THE  RESULTS  243 

be  furnished  as  they  are  asked  for,  which  they  are 
likely  to  be.  In  this  way  the  teacher,  no  matter  where 
he  may  be,  may  keep  in  touch  with  his  pupils  and 
patrons  until  the  next  term  begins. 

Life  Friendships  Formed  in  School. — A  true  friend  is 
ever  a  valuable  possession.  Friendship  forms  a  large 
part  of  the  joy  of  living  and  should  be  encouraged  in 
the  school,  not  so  much  between  the  sexes,  but  among 
the  boys  and  among  the  girls.  Every  one  should  be 
friendly  to  all,  but  if  two  boys  or  two  girls  find  them- 
selves particularly  congenial,  there  is  no  objection  to 
their  being  special  friends.  They  should  be  cautioned 
not  to  withdraw  themselves  from  the  others  to  the 
detriment  of  games  and  general  sports.  Such  would  be 
selfish  and  would  prove  a  hindrance  to  the  general 
friendliness  of  the  school.  There  will  be  many  op- 
portunities to  cultivate  their  liking  for  each  other  with- 
out interfering  with  the  pleasure  of  their  schoolmates. 

Among  the  mottoes  that  adorn  the  walls,  one  should 
be  the  Biblical  proverb,  "He  that  would  have  friends 
must  show  himself  friendly."  The  story  of  David  and 
Jonathan  may  be  read,  as  there  is  perhaps  no  finer 
example  of  friendship  between  two  men  in  all  litera- 
ture, a  friendship  that  lasted  through  two  generations. 
Let  the  pupils  discuss  the  respective  situations  of 
David  and  Jonathan.  How  did  their  friendship  ap- 
pear to  originate  ?  What  was  it  that  won  the  admira- 
tion of  Jonathan?  Is  admiration  a  basis  for  friend- 
ship ?  What  did  Jonathan  sacrifice  to  David  ?  Would 


244  TEACHING  A  DISTRICT  SCHOOL 

a  selfish  or  little-minded  man  in  his  position  have  shown 
enmity  rather  than  friendship?  Did  he  do  it  cheer- 
fully and  willingly?  Which  one  showed  the  deeper 
affection?  Why?  Read  David's  lament  over  the 
death  of  Saul  and  Jonathan.  By  what  does  he  meas- 
ure the  love  of  Jonathan  for  him? 

Another  famous  example  is  that  of  Damon  and 
Pythias,  whose  story  may  be  found  in  any  encyclo- 
pedia. Many  such  friendships  have  been  considered 
important  enough  to  be  recorded  in  history.  They 
are  given  to  teach  us  the  value  of  friendship,  to  show 
us  what  a  true  friend  will  do  for  another. 

If  we  desire  the  friendship  of  worthy  people  (and 
that  is  the  kind  we  should  always  seek),  the  first  ne- 
cessity is  that  we  should  be  true  and  noble,  unselfish 
and  thoughtful  of  others.  Then  we  shall  not  lack  for 
esteem,  which  is  the  first  step  toward  friendship. 

When  we  have  made  a  friend,  we  should  be  at  pains 
to  retain  his  liking.  It  is  often  easier  to  make  friends 
than  to  keep  them.  Friendship,  like  any  other  virtue, 
must  be  cultivated.  It  is  not  wise  to  count  too  much 
or  draw  too  heavily  upon  a  new-made  friend;  neither 
is  it  well  to  make  capital  out  of  our  friends.  That  is 
not  true  friendship.  Rather  we  should  strive  to  add 
to  the  happiness  and  rejoice  in  the  prosperity  of  those 
whom  we  love  and  whose  esteem  we  covet.  And  finally 
we  must  be  just  as  willing  and  as  anxious  to  be  a  true 
friend  to  others  as  to  win  them  for  ourselves.  This  is 
the  real  secret  of  it  all.  The  man  who  complains  of 


HARVESTING  THE  RESULTS  245 

having  no  friends  is  too  self-centered  to  win  the  affec- 
tion of  others.    He  himself  is  not  a  friend  to  any  one. 

4.  A  FINAL  WORD  TO  THE  TEACHER 

On  "  Changing  Places." — It  is  not  wise  nor,  in  the 
long  run,  profitable  to  be  always  changing  places.  A 
teacher  can  do  more  the  second  term  than  the  first,  and 
still  more  the  third.  His  main  thought  should  be  how 
much  good  he  can  do,  rather  than  how  much  salary  he 
can  draw.  Yet  neither  is  it  well  for  a  young  teacher  to 
remain  forever  in  the  place  where  he  begins  his  work. 
The  author  frequently  has  recommended  young  teach- 
ers to  remain  three  years  in  a  place,  then,  when  they 
have  mastered  its  difficulties  and  expanded  their  own 
powers,  they  may,  for  the  sake  of  increasing  their  own 
usefulness,  seek  a  larger  and  more  difficult  field  where 
they  will  be  obliged  to  put  forth  new  efforts  to  meet 
the  requirements.  It  is  every  one's  duty  to  look  to  his 
own  growth,  and  new  conditions  and  more  difficult 
problems  are  often  the  best  means  for  advancement  in 
skill  and  power. 

It  must  not  be  forgotten  that  the  surest  road  to  ad- 
vancement is  thorough  work  in  whatever  situation  we 
are  placed,  and  that  one  school  is  about  as  good  as 
another  in  which  to  show  strength.  Some  teachers 
make  the  mistake  of  supposing  their  pupils  the  dullest, 
and  their  patrons  the  most  indifferent  and  unappre- 
ciative  in  the  country.  The  idea  is  utterly  wrong. 


246  TEACHING  A  DISTRICT  SCHOOL 

There  are  no  pupils  so  stupid  and  no  patrons  so  apa- 
thetic -that  they  cannot  be  reached  if  the  right  means 
are  employed,  and  it  is  the  greater  glory  to  succeed 
under  unfavorable  conditions. 

Merited  Advancement. — If  a  teacher  really  merits  the 
esteem  of  his  patrons,  there  is  little  danger  that  his 
light  will  be  hidden,  even  in  the  most  obscure  neigh- 
borhood. If  he  goes  from  strength  to  strength,  as  he 
may,  gaining  here  and  building  firmer  there,  it  will  not 
be  long  until  his  name  will  be  in  every  mouth,  his  praises 
will  be  sung  and  his  fame  will  go  abroad.  People  never 
show  any  wisdom  by  keeping  quiet,  when  they  have  a 
good  thing.  They  are  always  boasting  of  it  to  others, 
thereby  endangering  their  own  peaceful  possession. 

Presently  there  is  a  bid  from  some  other  neighbor- 
hood and  the  Board  are  obliged  to  raise  the  salary  or 
lose  their  prize.  Finally  some  larger  and  more  desir- 
able field  appeals  so  strongly  that  no  inducement  can 
be  offered  to  hold  him,  and  he  takes  his  leave  amid 
the  regrets  and  protests  of  all. 

He  leaves  behind  him  true  friends,  faithful  hearts 
and  an  enviable  record  and  goes  to  his  new  work  as 
one  who  has  been  sought  for  and  secured  as  a  prize, 
and  not  as  one  who  seeks  a  position  with  many  ex- 
planations of  why  his  last  school  was  not  satisfactory. 

That  every  one  who  reads  this  book  may  win  the 
highest  possible  success,  not  by  chicanery  nor  schem- 
ing, but  by  earnest,  honest  efforts  is  the  wish  of  the 
author. 


BOOKS     FOR     TEACHERS 

By    RURICK    N.    ROARK,    Ph.D.,    President    Eastern 
Kentucky  State  Normal  School,  Richmond,  Kentucky 


Psychology  in  Education      .  $1.00       Method  in  Education     .     .  $1.00 
Economy  in  Education   .      .  $1.00 


ROARK'S  PSYCHOLOGY  IN  EDUCATION  pre- 
sents such  a  clear  exposition  of  the  elementary  princi- 
ples of  psychology  and  their  practical  applications  in 
methods   of  education  as  to  furnish  a  logical   and   scientific 
basis  for  the  daily  work  in  the  class  room.      Intended  for  the 
average  teacher,  it  gives  a  full  and  logical  outline  by  which 
the  teacher  may  guide  his  study  and  lays  constant  emphasis 
upon  the  necessity  and  the  means  of  carrying  psychology  into 
the  schoolroom. 

•ff  In  METHOD  IN  EDUCATION  the  author  develops 
in  detail  the  applications  of  psychology  in  the  work  of 
teaching.  He  discusses  the  principles  upon  which  good 
teaching  must  be  based,  and  also  the  means  of  making  the 
subjects  in  the  curriculum  produce  the  best  educational  results. 
Each  branch  of  study  usually  taught  in  elementary  schools  is 
taken  up  and  considered  separately,  and  much  hopeful  advice 
is  given,  supplemented  by  suggestive  outlines,  lesson  plans, 
and  topics. 

T[  ECONOMY  IN  EDUCATION  deals  with  the  prob- 
lems confronting  the  individual  teacher  in  the  successful  ad- 
ministration of  his  school,  and  also  the  larger  problems  of  the 
school  as  a  part  of  the  institutional  life  and  growth  of  modern 
society.  It  discusses  the  problems  of  the  administration  of 
school  systems  and  such  matters  as  taxation,  boards  of 
education,  courses  of  study,  and  the  distinctive  work  of 
the  different  schools.  The  latest  movements  in  the  econom- 
ical correlation  of  the  home,  libraries,  museums,  and  art 
galleries  with  the  school  are  taken  up  at  some  length. 

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A    SYSTEM    OF    PEDAGOGY 

By  EMERSON  E.  WHITE,  A.M.,  LL.D. 


Elements  of  Pedagogy $1.00 

School  Management  and  Moral  Training I.oo 

Art  of  Teaching I.oo 


BY  the  safe  path  of  experience  and  in  the  light  of  modern 
psychology    the    ELEMENTS    OF    PEDAGOGY 
points  out  the  limitations  of  the   ordinary  systems   of 
school  education  and  shows  how  their  methods  may  be  har- 
monized and  coordinated.      The  fundamental  principles  of 
teaching  are  expounded  in  a  manner  which  is  both  logical 
and  convincing,  and  such  a  variety  and  wealth  of  pedagogical 
principles  are  presented  as  are  seldom  to  be  found  in  a  single 
text-book. 

TJ  SCHOOL  MANAGEMENT  discusses  school  govern- 
ment and  moral  training  from  the  standpoint  of  experience, 
observation,  and  study.  Avoiding  dogmatism,  the  author 
carefully  states  the  grounds  of  his  views  and  suggestions,  and 
freely  uses  the  fundamental  facts  of  mental  and  moral  science. 
So  practical  are  the  applications  of  principles,  and  so  apt  are 
the  concrete  illustrations  that  the  book  can  not  fail  to  be  of 
interest  and  profit  to  all  teachers,  whether  experienced  or 
inexperienced. 

^[  In  the  ART  OF  TEACHING  the  fundamental  princi- 
ples are  presented  in  a  clear  and  helpful  manner,  and  after- 
wards applied  in  methods  of  teaching  that  are  generic  and 
comprehensive.  Great  pains  has  been  taken  to  show  the 
true  functions  of  special  methods  and  to  point  out  their  limita- 
tions, with  a  view  to  prevent  teachers  from  accepting  them 
as  general  methods  and  making  them  hobbies.  The  book 
throws  a  clear  light,  not  only  on  fundamental  methods  and 
processes,  but  also  on  oral  illustrations,  book  study,  class 
instruction  and  management,  written  examinations  and  pro- 
motions of  pupils,  and  other  problems  of  great  importance. 

AMERICAN     BOOK     COMPANY 


HISTORY    OF    EDUCATION 

By  LEV!  SEELEY,  Ph.D.,  Professor  of  Pedagogy 
New  Jersey  State  Normal  School 


.25 


SEELEY' S  History  of  Education  is  a  working  book,  clear, 
comprehensive,  and  accurate,  and  sufficient  in  itself  to 
furnish  all  the  material  on  the  subject  that  is  required  by 
any  examining  board,  or  that  may  be  demanded  in  a  normal 
or  college  course. 

^[  Each  educational  system  that  has  influenced  the  world  is 
taken  up  and  summarized  in  turn,  its  development  shown, 
and  its  important  lesson  pointed  out.  The  fullest  information 
obtainable  is  presented  in  simple  form  and  expressed  in  con- 
cise language.  The  topics  are  arranged  on  a  well  defined 
plan,  everything  being  practical,  useful,  and  directly  to  the 
point. 

^[  In  addition,  the  book  includes  biographical  sketches  of  the 
great  educators  with  an  illuminating  account  of  their  systems 
of  pedagogy.  It  also  provides  a  general  outline  of  the 
educational  history  of  ancient  countries,  and  affords  com- 
parisons of  the  educational  systems  of  the  leading  countries 
down  to  the  present  time.  In  short,  the  volume  gives  the 
student  an  accurate  view  in  perspective  of  the  educational 
progress  of  the  world.  Extensive  bibliographies  of  works  for 
reference  are  provided. 

^[  The  work  presents  for  study  many  of  the  great  pedagogical 
problems  that  have  interested  thoughtful  men  in  every  age. 
It  shows  how  some  of  these  have  been  solved  in  the  past  and 
points  out  the  way  to  the  solution  of  others  of  no  less 
importance  in  the  near  future. 

^[  It  should  form  an  indispensable  volume  in  every  teacher's 
library,  for  it  not  only  is  inspiring,  but  furnishes  valuable 
information.  Every  well  informed  teacher  must  know  how 
the  past  has  taught  in  order  to  cope  intelligently  with  the 
educational  problems  of  today. 


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BROOKS'S    READERS 

By   STRATTON    D.    BROOKS,  Superintendent 
of  Schools,  Boston,  Mass. 


FIVE  BOOK  SERIES 

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Second  Year 35 

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EIGHT   BOOK   SERIES 

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Second  Year 35 

Third  Year 40 

Fourth  Year 40 

Fifth  Year 40 

Sixth  Year 40 

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THESE  readers  form  a  good  all-round  basal  series,  suit- 
able for  use  in  any  school;  but  they  will  appeal  to 
teachers  particularly,  because  of  their  very  easy  gradation. 
Both  in  thought  and  expression,  the  books  are  so  carefully 
graded  that  each  selection  is  but  slightly  more  difficult  than 
the  preceding  one,  and  there  is  no  real  gap  anywhere. 
^|  Although  a  wide  variety  of  reading  matter  is  provided, 
good  literature,  embodying  child  interests,  has  been  considered 
of  fundamental  importance.  Lessons  of  a  similar  nature  are 
grouped  together,  and  topics  relating  to  kindred  subjects  recur 
somewhat  regularly.  All  are  designed  to  quicken  the  child's 
observation,  and  increase  his  appreciation. 
^[  By  the  use  of  this  series,  the  child  will  be  taught  to  read  in 
such  a  manner  as  will  appeal  to  his  interests,  and  at  the  same  time 
he  will  be  made  acquainted  with  the  masterpieces  of  many  fa- 
mous writers.  He  will  gain  a  knowledge  of  many  subjects,  and 
acquire  pure  and  attractive  ideals  of  life  and  conduct.  His  imagi- 
nation will  be  cultivated  by  pleasing  tales  of  fancy,  and  he  will 
also  be  taught  a  love  of  country,  and  given  glimpses  into  the 
life  of  other  lands. 

^[  The  books  are  very  attractive  in  mechanical  appearance, 
and  contain  a  large  number  of  original  illustrations,  besides 
reproductions  of  many  celebrated  paintings. 


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NEW  SERIES  OF  THE 
NATURAL     GEOGRAPHIES 

REDWAY  AND    HINMAN 


TWO  BOOK  OR  FOUR   BOOK  EDITION 

Introductory  Geography     .  $0.60          School  Geography  .      .      .   $1.25 
In  two  parts,  each     .      .      .40  In  two  parts,  each     .     .        .75 


IN  the  new  series  of  these  sterling  geographies  emphasis  is  laid 
on  industrial,  commercial,  and  political  geography,  with  just 
enough  physiography  to  bring  out  the  causal  relations. 
^[  The  text  is  clear,  simple,  interesting,  and  explicit.  The 
pictures  are  distinguished  for  their  aptness  and  perfect  illus- 
trative character.  Two  sets  of  maps  are  provided,  one  for 
reference,  and  the  other  for  study,  the  latter  having  corre- 
sponding maps  drawn  to  the  same  scale. 
Tf  The  INTRODUCTORY  GEOGRAPHY  develops  the 
subject  in  accordance  with  the  child's  comprehension,  each 
lesson  paving  the  way  for  the  next.  In  the  treatment  of  the 
United  States  the  physiographic,  historical,  political,  industrial, 
and  commercial  conditions  are  taken  up  in  their  respective 
order,  the  chief  industries  and  the  localities  devoted  largely  to 
each  receiving  more  than  usual  consideration.  The  country 
is  regarded  as  being  divided  into  five  industrial  sections. 
^|  In  the  SCHOOL  GEOGRAPHY  a  special  feature  is 
the  presentation  of  the  basal  principles  of  physical  and  general 
geography  in  simple,  untechnical  language,  arranged  in  num- 
bered paragraphs.  In  subsequent  pages  constant  reference  is 
made  to  these  principles,  but  in  each  case  accompanied  by 
the  paragraph  number.  This  greatly  simplifies  the  work, 
and  makes  it  possible  to  take  up  the  formal  study  of  these 
introductory  lessons  after  the  remainder  of  the  book  has  been 
completed.  With  a  view  to  enriching  the  course,  numerous 
specific  references  are  given  to  selected  geographical  reading. 


AMERICAN    BOOK     COMPANY 
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STEPS   IN    ENGLISH 

By  A.  C.  McLEAN,  A.M.,  Principal  of  Luckey  School, 
Pittsburg;  THOMAS  C.  BLAISDELL,  A.M.,  Pro- 
fessor of  English,  Fifth  Avenue  Normal  High  School, 
Pittsburg;  and  JOHN  MORROW,  Superintendent  of 
Schools,  Allegheny,  Pa. 


Book  One.     For  third,  fourth,  and  fifth  years $0-40 

Book  Two.    For  sixth,  seventh,  and  eighth  years 60 


THIS  series  presents  a  new  method  of  teaching  language 
which  is  in  marked  contrast  with  the  antiquated  systems 
in  vogue  a  generation  ago.      The  books  meet  modern 
conditions  in  every  respect,  and  teach  the  child  how  to  ex- 
press his  thoughts  in  language  rather  than  furnish  an  undue 
amount  of  grammar  and  rules. 

^[  From  the  start  the  attempt  has  been  made  to  base  the  work 
on  subjects  in  which  the  child  is  genuinely  interested.  Lessons 
in  writing  language  are  employed  simultaneously  with  those  in 
conversation,  while  picture-study,  the  study  of  literary  selec- 
tions, and  letter-writing  are  presented  at  frequent  intervals. 
The  lessons  are  of  a  proper  length,  well  arranged,  and  well 
graded.  The  books  mark  out  the  daily  work  for  the  teacher 
in  a  clearly  defined  manner  by  telling  him  what  to  do,  and 
when  to  do  it.  Many  unique  mechanical  devices,  e.  g.,  a 
labor-saving  method  of  correcting  papers,  a  graphic  system  of 
diagramming,  etc.,  form  a  valuable  feature  of  the  work. 
^[  These  books  are  unlike  any  other  series  now  on  the 
market.  They  do  not  shoot  over  the  heads  of  the  pupils, 
nor  do  they  show  a  marked  effort  in  writing  down  to 
the  supposed  level  of  young  minds.  They  do  not  contain 
too  much  technical  grammar,  nor  are  they  filled  with  what 
is  sentimental  and  meaningless.  No  exaggerated  attention  is 
given  to  analyzing  by  diagramming,  and  to  exceptions  to  ordi- 
nary rules,  which  have  proved  so  unsatisfactory. 


AMERICAN     BOOK     COMPANY 

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By  WILLIAM  J.  MILNE,  Ph.D.,  LL.D.,  President  of 
New  York  State  Normal  College,  Albany,  N.  Y. 


THREE  BOOK  SERIES 

First  Book $o.  3  5 

Second  Book 40 

Third  Book 45 


TWO  BOOK.  SERIES 

First  Book $0.35 

Complete  Book     .      .       .     .65 


IN  these  series  the  best  modern  methods  of  instruction  have 
been  combined  with  those  older  features  which  gave  the 
author's  previous  arithmetics  such  marvelous  popularity. 
^|  Built  upon  a  definite  pedagogical  plan,  these  books  teach 
the  processes  of  arithmetic  in  such  a  way  as  to  develop  the 
reasoning  faculties,  and  to  train  the  power  of  rapid,  accurate, 
and  skillful  manipulation  of  numbers.     The  inductive  method 
is  applied,  leading  the  pupils  to  discover  truths  for  them- 
selves ;  but  it  is  supplemented  by  model  solutions  and  careful 
explanations  of  each  step. 

^|  Each  new  topic  is  first  carefully  developed,  and  then  en- 
forced by  sufficient  practice  to  fix  it  thoroughly  in  the  mind. 
The  problems,  which  have  been  framed  with  the  greatest  care, 
relate  to  a  wide  range  of  subjects  drawn  from  modern  life  and 
industries.  Reviews  in  various  forms  are  a  marked  feature. 
Usefulness  is  the  keynote. 

^j  In  the  First  and  Second  Books  the  amount  of  work  that 
may  be  accomplished  in  a  half  year  is  taken  as  the  unit  of 
classification,  and  the  various  subjects  are  treated  topically, 
each  being  preceded  by  a  brief  resume  of  the  concepts 
already  acquired.  In  the  Third  Book  the  purely  topical 
method  is  used  in  order  to  give  the  pupil  a  coherent 
knowledge  of  each  subject.  The  Complete  Book  covers 
the  work  usually  given  to  pupils  during  the  last  four  years 
of  school. 


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SPENCERS'     PRACTICAL 
WRITING 

By  PLATT  R.  SPENCER'S  SONS 

Books   i,   2,   3,  4,   5,   6,   7,  and  8 Per  dozen,  $0.60 


SPENCERS'  PRACTICAL  WRITING  has  been  devised 
because  of  the  distinct  and  wide-spread  reaction  from  the 
use  of  vertical  writing  in  schools.      It  is  thoroughly  up- 
to-date,  embodying  all  the  advantages  of  the  old  and  of  the 
new.      Each  word  can  be  written  by  one  continuous  move- 
ment of  the  pen. 

^[  The  books  teach  a  plain,  practical  hand,  moderate  in  slant, 
and  free  from  ornamental  curves,  shades,  and  meaningless 
lines.  The  stem  letters  are  long  enough  to  be  clear  and  un- 
mistakable. The  capitals  are  about  two  spaces  in  height. 
^[  The  copies  begin  with  words  and  gradually  develop  into 
sentences.  The  letters,  both  large  and  small,  are  taught 
systematically.  In  the  first  two  books  the  writing  is  some- 
what larger  than  is  customary  because  it  is  more  easily  learned 
by  young  children.  These  books  also  contain  many  illustra- 
tions in  outline.  The  ruling  is  very  simple. 
^J  Instruction  is  afforded  showing  how  the  pupil  should  sit  at 
the  desk,  and  hold  the  pen  and  paper.  A  series  of  drill  move- 
ment exercises,  thirty-three  in  number,  with  directions  for 
their  use,  accompanies  each  book. 


SPENCERIAN    PRACTICAL   WRITING   SPELLER 
Per  dozen,   $0.48 

THIS  simple,  inexpensive  device  provides  abundant  drill  in  writing 
words.     At  the  same  time  it  trains  pupils  to  form  their  copies  in 
accordance  with  the  most  modern  and  popular  system  of  penmanship, 
and  saves  much  valuable  time  for  both  teacher  and  pupil. 


AMERICAN     BOOK     COMPANY 

09) 


HUNT'S  PROGRESSIVE 
COURSE  IN  SPELLING 


Complete jJSo.zo 

Part  One.      For  Third,  Fourth,  and  Fifth  Grades 15 

Part  Two.     For  Sixth,  Seventh,  and  Eighth  Grades 15 


THE  purpose  of  this  book  is  to  assist  the  pupil  in  using 
words  correctly  in  any  one  of  three  relations,  viz.:  in 
speech,  in  oral  reading,  and  in  written  composition. 
Its  exercises  recognize  the  laws  of  association,  and  provide  a 
systematic  drill  in  orthography,  orthoepy,  word-building,  word- 
analysis,  and  other  phases  of  word-study. 
^[  The  vocabulary  of  the  book  is  made  up  of  words  used 
by  the  pupil  in  his  other  studies,  and  in  his  every-day 
experience.  The  work  is  clearly  laid  out  and  graded ; 
reviews  are  amply  provided,  both  by  duplication  and  by 
dictation  work. 

^[  PART  ONE  contains  a  vocabulary  of  some  4,000  word- 
forms  in  common  use,  selected  and  graded  with  great  care. 
The  arrangement  is  such  that  there  is  afforded  a  variety  of 
exercises,  each  containing  an  average  of  20  words.  The 
phonetic,  the  topical,  the  grammatical,  and  the  antithetic  and 
synonymic  methods  have  received  special  treatment.  Dicta- 
tion exercises,  including  memory  gems,  illustrative  sentences, 
and  reviews,  are  also  given. 

•fj"  PART  TWO  includes  a  vocabulary  of  about  5,000  word- 
forms,  the  exercises  being  devoted  to  topical  lessons,  phonetic 
drills,  pronouncing  drill,  grammatical  forms,  synonyms  and 
antonyms,  applications  of  rules  of  spelling,  drill  on  homo- 
phones, word-building  and  word-analysis,  words  the  deriva- 
tion of  which  is  indicated,  and  derivatives  from  Latin  and 
Greek  roots.  Great  emphasis  is  laid  on  prefixes  and  suffixes, 
the  origin  of  words,  and  pronunciation. 

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WEBSTER'S    DICTIONARIES 

School  Editions  Revised  to  Date 


PRIMARY  SCHOOL  DICTIONARY     .     .     .  $0.48 

Cloth,  I2mo,  336  pages.      Containing  over  20,000  words 
and  meanings,  with  over  400  illustrations. 

COMMON  SCHOOL  DICTIONARY    .     .     .  $0.72 

Cloth,  izmo,  432  pages.      Containing  over  25,000  words 
and  meanings,  with  over  500  illustrations. 

HIGH  SCHOOL  DICTIONARY $0.98 

Cloth,  I2mo,  560  pages.     Containing  about  37,000  words 
and  definitions,  with  over  800  illustrations. 

ACADEMIC  DICTIONARY $1.50 

Cloth,  8vo,  739  pages.     Containing  about  60,000  words 
and  definitions,  with  over  800  illustrations. 
Indexed,  $>i.8o. 

The  same.      .      .   Half  calf,  $2.75;  Indexed,  $3.00 


WEBSTER'S  DICTIONARIES  are  the  acknowledged 
authority  throughout  the  English-speaking  world.  They 
are  more  widely  used  in  the  home,  the  office,  and  the 
schoolroom  than  all  others  combined.    They  constitute  a  com- 
plete and  progressive  series,  carefully  graded,  and  adapted  for 
all  classes.   The  spelling  and  punctuation  in  all  leading  school- 
books  are  based  on  these  dictionaries,  which  are,  therefore,  a 
necessity  to  every  teacher. 

^[  There  have  been  issued  cheap  photographic  reprints  of  the 
old  editions  of  Webster's  Dictionaries,  and  other  cheaply  made 
up  books  fraudulently  using  the  Webster  name.  These  reprints 
are  of  editions  over  fifty  years  old,  and  not  only  are  badly 
printed,  but  do  not  contain  the  words  in  common  use  to-day. 
^[  The  genuine  revised  Webster's  School  Dictionaries  are  dis- 
tinguished by  the  circular  trade  mark  which  appears  on  the 
cover  of  each,  and  by  the  name  of  the  American  Book 
Company  on  the  title  page. 


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